Pulse TB1 Castellano

Edición en castellano

Teacher’s Book

1

Tim Bowen

Macmillan Education 4 Crinan Street, London N1 9XW, UK A division of Macmillan Publishers Limited Companies and representatives throughout the world ISBN 978-0-230-47966-1 Text © Macmillan Publishers Limited 2014 Design and illustration © Macmillan Publishers Limited 2014 Written by Tim Bowen The author has asserted his rights to be identified as the author of this work in accordance with the Copyright, Designs and Patents Act 1988. First published 2014 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publishers. Designed by James Osborne Cover design by Andrew Oliver Student’s Book acknowledgements: Original design by Andrew Oliver Designed by Designers Collective Illustrated by Beach pp4, 97; Mark Draisey pp44, 54, 64; Mark Willey pp14, 24, 34, 56, 64, 66, 68, 78, 88, 98. Picture research by Sally Cole The authors and publishers would like to thank the following for permission to reproduce their photographic material: Alamy/AA World Travel Library p65(hostel), Alamy/Apex News and Pictures Agency p55(cl), Alamy/P. Armstrong p79(bcl), Alamy/Big Cheese Photo LLC p52(pool), Alamy/Blend Images pp20(tr), 20(c), Alamy/M.Booth pp20(a), 35(r), Alamy/J.Collins pp14(tl), Alamy/Corbis Premium RF p23(d), Alamy/ Corbis Super RF p53(mb), Alamy/Cultura Creative p52(gym), Alamy/Cultura RM p109(bl), Alamy/B.Daemmrich p26(tl), Alamy/I.Dagnall p99(br), Alamy/D. Davis p70(c), Alamy/D.Dempster Photography p46(b), Alamy/DK p56(bml), Alamy/Design Pics Inc p122(cl), Alamy/Fancy pp53(t), 53(b), Alamy/Corbis Flirt p23(g), Alamy/S.French pp48(flip-flops), 65(mobile home), Alamy/Fresh Start Images p30(cl), Alamy/fstop p41, Alamy/Golden Pixels LLC p47(tr), Alamy/D.Hancock p56(bmr), Alamy/T.Harris p111, Alamy/P.Hays p46(c), Alamy/W.Hutchinson p66(cr), Alamy/Image 100 p53(tm), Alamy/Imagebroker pp48(sweatshirt), 90(cl), Alamy/Imars p72(cl), Alamy/Image Source p118(br), Alamy/Incamerastock p80(tr), Alamy/Johner Images p25, Alamy/Kuttig People 2 p109(cr), Alamy/V.Mares p86(r), Alamy/I.Masterton p56(bl), Alamy/MBI pp28, 108, Alamy/R.McGouey p65(cabin), Alamy/K.Morris pp46(a), 98(br), Alamy/P.Muhly p98(bl), Alamy/Newsphoto p88(br), Alamy/D.Nottingham p100(r), Alamy/R.Parkes p98(bc), Alamy/Photolibrary Wales p70(tr), 54(r), Alamy/M.Richardson p100(l), Alamy/C.Ryan p103, Alamy/D.Sabljak p88(fiddle), Alamy/N.Setchfield p112, Alamy/A.Sherratt p38, Alamy/D. Shironosov p109(br), Alamy/S.Skjold pp20(e), 100(c), Alamy/Somos Images p23(b), Alamy/J.Spencer p65(lighthouse), Alamy/Stockfolio p65(hotel), Alamy/Stockimages p48(sunglasses), Alamy/T.Taulman p79(br), Alamy/The National Trust Photo Library p65(farm), Alamy/R.Torres p75(tr), Alamy/D.Valla FRPS p88(harp), Alamy/Z.Waters p110, Alamy/Zuma Wire Service p47(br), Alamy/Yokohama p76; Brand X Pictures p51; Corbis pp29, 45(a), 114(bl), Corbis/Ableimages p4(tr), Corbis/M.Ashton/AMA p40(b), Corbis/Blend Images p77(bc), Corbis/Elizabeth Whiting & Associates p62(br), Corbis/ Glow Images p62(tr), Corbis/Juice Images pp6(tr), 20(b), Corbis/Ocean pp71, 106(bl), 123(bl), Corbis/T.Pannell p39, Corbis/P.Rees p60(bl), Corbis/P.Simon p52(park), Corbis/A.Summer p45(c), Corbis/J.Tepper p24(tr), Corbis/ S.Tischler p84(br), Corbis/S.Wackerhagen p34(c); Dance Action Zone Leeds p31(tr); Digital Vision/Punchstock p32; Etnies pp63(tl, 63(tr); Falls Communications/ShurTechBrands LLC p43; FLPA/T. de Roy/Minden Pictures p77(tl); Getty Images pp26(cl), 86(cr), Getty Images/AFP pp21(cm), 33(5), 33(shotput), 33(hurdles), 33(high jump), 33(running), 34(l), 93, 40(bl), Getty Images/Age Fotostock pp30(l), 52(bowling), Getty Images/Allsport Concepts p30(c), Getty Images/ AWL Images p88(bagpipes), Getty Images/Blend Images pp87(cl),106(br), Getty Images/Bluestone Productions p122(bc), Getty Images/DK p48(hat), Getty Images/Getty Images Entertainment pp42(l), 50(1), 50(2), 88(cr), 92, 104(br), Getty Images/Film Magic pp19(bl), 42(r), Getty Images/Garden Picture Library p65(tent), Getty Images/Image Bank pp19(br), 20(f), Getty Images/Image Source pp107, 23(h), 116, Getty Images/Lonely Planet Images p88(drums), Getty Images/NBC/Universal p84(cr), Getty Images/Getty Images News p75(tm), Getty Images/Photodisc p115, GettyImages/Photographers Choice pp48(mug), 118(bl), Getty Images/

PM Images p30(cr), Getty Images/Redferns pp72(cr), 104(bl), Getty/Riser p61, Getty Images/Getty Images Sport pp32, 33(javelin), 35(l),77(cr), 40(br), Getty Images/Sports Illustrated p33(long jump), Getty Images/Stockbyte p120, Getty Images/Stockfood Creative p60(tr), Getty Images/Stone pp94(r), 102(tr), Getty Images/Taxi pp26(tr), 45(b), 52(café), 66(cl), 67, 83, Getty Images/Time & Life Pictures p86(bl), Getty Images/Upper Cut Images p90(cr), Getty Images/Workbook Stock pp23(a), 102(tl), 121, 123(cl), Getty Images/Britain on View pp24(c), 48(socks); Image Source pp23(c),114(br); Liverpool Echo/Liverpool Signing Choir p85(l); Mary Evans Picture Library pp89(br), 89(c); Newsteam/Birmingham Post & Mailp22(cr); Rex Features/S. Bell p21(tl), Rex Features/G.Bevilacqua p7(br), Rex Features/D.Caudery/ Future Publishing p14(br), Rex Features/CBS/Everett pp77(cl), 82, Rex Features/Col Pics/Everett p10(cmr), Rex Features/N.Cunard p22(bl), Rex Features/W.Disney/Everett p10(cr), Rex Features/Everett Collection pp14(tcr), 78(cr), RexFeatures/20thCentury Fox/Everett pp11(c), 11(cr), 13(tr), 15(bcm), 18(tr), 18(cr), Rex Features/F1Online p14(cr), Rex Features/N.Haynes p34(tr), Rex Features/J.Hordle p21(tr), Rex Features/ITV p77(br), Rex Features/N. Jorgensen p11(tl), Rex Features/MCPix Ltd p50(3), Rex Features/Moviestore Collection pp10(cml), 14(bcr), 79(cl), Rex Features/New Line/Everett pp10(cl), 11(tcm), 11(tr), Rex Features/G.Robinson p31(l), Rex Features/J.Selwyn/ Evening Standard p113, Rex Features/Sony Pics/Everett Collection p15(br), Rex Features/ Startracks Photo p12(bl), Rex Features/USPS p78(cl); Ronald Grant Archive/Columbia Pictures p15(bcr), Ronald Grant Archive/Walt Disney Pictures p78(tr); Science Photo Library/M.Chillmaid p23(f), Science Photo Library/Maximillian Stock p57; Sony Music p104(cr); Superstock pp33(3), 33(1), 55(c), 72(c), Superstock/Age Fotostock pp23(e), 65(castle), 65(villa), Superstock/Blue jean Images p87(br), Superstock/P.Bona p33(4), Superstock/Flirt p87(tl), Superstock/M.Grebler p33(6), Superstock/ Hemis.fr p6(tl), Superstock/Imagebroker p65(caravans), Superstock/Image Source p52(cinema), Superstock/Loop Images p65(barge), Superstock/A. Michael p36(l), Superstock/Moodboard p94(c), Superstock/Prisma p56(br), Superstock/Robert Harding Picture Library p65(apartment), Superstock/ Stockbroker pp20(d), 94(l), Superstock/Stockbroker/Purestock p55(tr), Superstock/Universal Images Group p99(tr), Superstock/Waterframe p36(r), Superstock/K.Weatherly p33(2), Superstock/Westend61 p87(cr); The Guardian/The Purcell School p85(r); The Kobal Collection/MGM p13(br), The Kobal Collection/Paramount/Bad Robot p16(tl), The Kobal Collection/ Universal p16(tm), The Kobal Collection/Walt Disney Pictures/Walden Media p13(cr); Xbox p74. Commissioned photos by Studio8 pp5, 8, 9, 16, 17, 26, 27, 36, 37, 48, 49, 58, 59, 68, 69, 81, 82, 90, 91, 95, 100, 101. Thanks to Chris, Ellie, Kai, Molly, Annabelle Mitchell, Emmy Happisburgh, Josh Parris, Louis Cordice and Roxanne Rickets. The authors and publishers are grateful for permission to reprint the following copyright material: Stuck at Prom® text and images reproduced by permission of ShurTech Brands, LLC; quote by Joe English reproduced by permission of Dazl Diamonds on behalf of Joe English; facts from website http://fabulousmag.co.uk/2012/04/08/ im-not-proud-of-my-figure/ reproduced by permission of News International; quote by Leona Lewis from www.brit.croydon.sch.uk reproduced by permission of Modest! Management; extracts from www.skatestudyhouse.com reproduced by permission of Skate Study House; the designer Gil Le Bon Delapointe designed the whole building inside (the skate furniture and transitions) and outside (the “ribbon” concept); quotes and facts by Paige Wheeler from www.paigewheeler.co.uk reproduced by permission of Dionne Tomlinson and Andy Wheeler. These materials may contain links for third party websites. We have no control over, and are not responsible for, the contents of such third party websites. Please use care when accessing them. Material curricular para la Educación Secundaria Obligatoria del área de Lengua Extranjera, Inglés, que corresponde al proyecto presentado para su supervisión y/o aprobación / homologación / registro en las Entidades de Educación de las Comunidades Autónomas. Pulse conforms to the objectives set by the Common European Framework of Reference and its recommendations for the evaluation of language competence. 2018 2017 2016 2015 2014 10 9 8 7 6 5 4 3 2 1

contenidos INTRODUCCIÓN A PULSE

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COMPONENTES DEL CURSO

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CONTENIDOS DEL STUDENT’S BOOK

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STARTER UNIT – WELCOME TO MY WORLD

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UNIT

1

UNIT

2 UNIT

3

SCREEN STORIES

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SCHOOL DAYS

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ACTIVE!

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Collaborative project 1 UNIT

4 UNIT

5 UNIT

6

LOOKING GOOD?

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FEELING GREAT!

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HOME SWEET HOME

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Collaborative project 2 UNIT

7 UNIT

8 UNIT

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FUN AND GAMES

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SONG AND DANCE

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SPECIAL DAYS

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Collaborative project 3

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EXTERNAL EXAM TRAINER

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PRONUNCIATION LAB

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CLAVE DE RESPUESTAS DEL WORKBOOK

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introducing pulse introducción a pulse Pulse es un curso para la ESO con unos contenidos actuales sacados del mundo real, muy interesantes para los adolescentes. Además, por su ritmo rápido y por usar textos auténticos, unos temas y un inglés de hoy, no solo aumenta el interés de los jóvenes de este grupo de edad sino que proporciona un desafío muy apropiado para los estudiantes del siglo XXI. Los principales objetivos de Pulse son desarrollar al máximo la competencia lingüística de los alumnos, enseñarles herramientas y estrategias para el aprendizaje permanente dentro y fuera del aula, y prepararlos en las destrezas de examen que les serán útiles en la ESO y después. Para conseguir tales objetivos Pulse ofrece:

Contenido lingüístico Vocabulario y gramática en contexto

Pulse utiliza un enfoque inductivo sobre el vocabulario, garantizando que las palabras nuevas se presentan poco a poco y se practican a fondo antes de pasar al siguiente grupo léxico. Para captar el interés de los alumnos, el curso presenta y practica el vocabulario de diversas formas, incluidas presentaciones contextualizadas. Los grupos de palabras están grabados en los CD de clase para que escuchen y practiquen la pronunciación. Las estructuras gramaticales se presentan en textos variados y redactados como los de la vida real, que proporcionan a los alumnos el contexto esencial para poder entenderlos. Unas tablas de gramática muy claras les ofrecen un material de referencia muy fácil de usar.

Destrezas integradas Pulse enfoca las destrezas de un modo integral para que los alumnos desarrollen en paralelo tanto las productivas como las receptivas. Cada unidad del Student’s Book contiene una innovadora doble página llamada Integrated skills, con actividades de reading, listening, writing y speaking para que mejoren las destrezas comunicativas en un contexto realista. Las destrezas receptivas las practican leyendo un texto auténtico y escuchando una interesante grabación; las productivas, viendo un diálogo grabado en vídeo que les sirve de modelo y de base para que practiquen la producción oral y escrita de una forma cuidadosamente estructurada. Reading Pulse contiene textos muy variados e interesantes para los jóvenes de estas edades. Los hay de diferentes estilos, convenientemente estructurados y graduados en dificultad para que los alumnos conozcan distintos tipos de material de lectura.

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Writing: Interacción y producción La destreza de writing se enseña y practica de manera muy estructurada ya que los alumnos, antes de escribir un texto del tipo que sea, trabajan sobre un modelo y siguen paso a paso unas pautas que les dejan claro que, para escribir bien, hay que planificar, escribir un borrador y luego pasarlo a limpio. Listening La destreza de listening quizá sea una de las que más cuesta desarrollar, por eso Pulse proporciona a los alumnos el apoyo que necesitan antes de oír la grabación y mientras la escuchan, para ayudarlos a entenderla y aumentar su confianza. Speaking: Interacción y producción Los alumnos se expresan oralmente en las actividades de la sección Express yourself, que les brinda la oportunidad de dialogar e intercambiar opiniones.

En el Curso Digital, la doble página Integrated skills incluye un modelo de conversación totalmente interactivo, con videoclips de personas del Reino Unido que hablan en situaciones cotidianas y actividades cuidadosamente pautadas que guían a los alumnos en la producción y la práctica de sus propios diálogos.

Destrezas para el aprendizaje permanente Autonomía en el estudio y autoevaluación

Pulse promueve la autonomía de los alumnos y los anima a intervenir de forma activa en su aprendizaje. Con este objetivo, les proporciona materiales para que estudien y practiquen solos tanto en el Student’s Book como en el Workbook. El Self-study bank del Workbook contiene muchísimas actividades de refuerzo y ampliación para que consoliden y amplíen lo que aprenden en clase, además de una Word list, una Speaking reference y una Pronunciation reference. También los anima a evaluarse utilizando los cuadros Selfevaluation que hay al final de cada unidad del Workbook y a evaluarse como grupo en la realización de los trabajos de colaboración o Collaborative projects incluidos en el Student’s Book. Estrategias de aprendizaje

Es muy importante que los alumnos desarrollen estrategias de aprendizaje; por esta razón, Pulse incluye unos consejos muy útiles en los Learning to Learn tips y unos cuadros (Analyse) que los hacen reflexionar sobre las diferencias que hay entre el inglés y su lengua materna. En los niveles 3 y 4, Pulse enseña también a desarrollar el pensamiento crítico.

Competencia digital

CCL Competencia en comunicación lingüística CMCT Competencia en matemáticas, ciencia y tecnología CD Competencia digital CAA Aprender a aprender CSC Competencias sociales y cívicas SIE Sentido de iniciativa y emprendimiento CEC Conciencia y expresión cultural

Apoyo y soluciones para el profesorado Pulse cuenta con una completa gama de componentes para apoyar a los profesores y ofrecerles soluciones a los problemas que surgen en las aulas. Son estos:

Teacher’s Book

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Includes • Pulse Basics • Vocabulary and grammar worksheets • Translation and dictation worksheets • Key competences worksheets • Key competences evaluation grids • Culture and CLIL worksheets • Culture video worksheets • Digital competence worksheets • Macmillan Readers worksheets • Answer keys for each section

Tim Bowen

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Pulse proporciona todo lo necesario para hacer una evaluación continua de las destrezas de los alumnos y para evaluar las competencias clave. Los estándares de aprendizaje se pueden evaluar usando el Tests and Exams Multi-ROM, el CEFR Skills Exam Generator y el External Exam Trainer del Student’s Book y del Workbook.

Teacher’s Resource File con CD de Audio

Class Audio CDs

Curso Digital

Multi-ROM

Audio files You can listen to the audio on a normal CD player. Windows This is an autorun CD. If the application does not start automatically, navigate to your CD-ROM drive and open the file index.html in a web browser. Macintosh/Linux Navigate to your CD-ROM drive and open the file index.html in a web browser.

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Teacher’s Book

Teacher’s Resource File

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Material de evaluación

Los alumnos adquieren las habilidades que necesitan para superar con éxito los exámenes porque aprenden a abordar una gran variedad de tests sobre las cuatro destrezas. En el External Exam Trainer ven modelos de respuestas y analizan las preguntas paso a paso, para que se sientan seguros cuando hagan un examen.

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Pulse promueve la competencia digital de numerosas maneras, entre ellas, haciendo que los alumnos naveguen por internet para completar Web quests y usen paquetes informáticos y herramientas en línea para realizar trabajos en grupo en los Collaborative projects. También amplían sus conocimientos sobre herramientas web haciendo las actividades de las Digital competence worksheets incluidas en el Teacher’s Resource File. En la Página web del alumno hacen actividades de práctica para mejorar su adquisición de la lengua inglesa, y con los materiales digitales interactivos aprenden a usar herramientas digitales de forma independiente.

Los contenidos de Pulse están pensados no sólo para cumplir con las competencias lingüísticas y comunicativas enumeradas a continuación, sino también para mejorar las habilidades de los alumnos en todas las competencias clave.

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En los niveles 1 y 2, las actividades Grammar in context del Student’s Book tienen un enfoque CLIL, al estar relacionada cada una con una asignatura del programa de estudios. Además, el Teacher’s Book ofrece enlaces a otras materias del currículo escolar. En los niveles 3 y 4, el foco cambia a la literatura. Cada actividad se basa en una lectura graduada de la serie Macmillan Readers, y el Teacher’s Book ofrece información adicional para los profesores que deseen utilizar esa lectura en clase o como tarea para casa. También pueden encontrar útiles recursos e información sobre la forma de explotar estas y otras lecturas en clase en la página web www.macmillanreaders.com.

Pulse se ha diseñado siguiendo las directrices del Consejo de Europa, cuyo objetivo curricular no es sólo enseñar una lengua, sino enseñar a comunicarse a través de ella. Según el Marco Común Europeo de Referencia para las Lenguas (MCER), los alumnos deben ser capaces de realizar tareas comunicativas cada vez más avanzadas con el fin de desarrollar gradualmente su competencia comunicativa en una lengua extranjera.

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Contenidos interdisciplinares

El Consejo de Europa y las competencias básicas

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Pulse tiene como objetivo dotar a los alumnos de la conciencia sociocultural y las habilidades que necesitan para convertirse en ciudadanos informados de un mundo globalizado. Con un enfoque cuidadosamente diseñado, los guía desde la conciencia cultural (niveles 1 y 2) y la conciencia social (nivel 3) hasta las destrezas para la vida (nivel 4). El Curso Digital incluye videoclips sobre temas culturales y sociales diseñados para complementar el Student’s Book. Estos vídeos son una ventana a la cultura y la sociedad de muchos países de habla inglesa y llevan worksheets fotocopiables en el Teacher’s Resource File.

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Teacher’s Resource File Multi-ROM

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CD de Clase

Tests and Exams Pack

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componentes del curso Student’s Book de Pulse 1 El Curso Digital para el Profesor ofrece una versión totalmente interactiva del Student’s Book que es compatible con todos los dispositivos, incluidas las pizarras electrónicas.

El Student’s Book contiene: • Una unidad introductoria de seis páginas • Nueve unidades de diez páginas • Tres trabajos de colaboración • Un preparador de exámenes externos centrado en pruebas de listening y speaking

Reading

Vocabulary and Speaking La actividad Think about it capta la atención de los alumnos y los anima a recordar vocabulario conocido.

THINK ABOUT IT What’s your home like? How is your bedroom different from the pictures?

Vocabulary and Speaking At home 1

2.25 Listen and repeat the words in the box. Which things can you see in the pictures?

Is this your idea of a dream house? Tell us what you think!

desk chair shelf cooker toilet fridge wardrobe cupboard lamp sink mirror sofa bath armchair table bed

El primer grupo léxico se presenta mediante distintas técnicas, incluyendo fotos y contextos reales. Las palabras están grabadas en los CD de clase para poder practicar la pronunciación.

bathroom: sink, toilet, bath, … 3 Read the competition information. Find words that match these definitions.

Word check get in trouble view indoors cosy cool

To enter, complete this sentence in no more than 50 words:

4 Imagine you enter the competition. Complete the sentence with your ideas.

My per fect bedroom is … Send your entry to [email protected]

An online article

4 Read the text again and answer the questions. 1 Where is the PAS house? 2 Who is Pierre André Senizergues? 3 Is the furniture designed specially for the house? 4 Is the house near the sea? 5 Why does James like the house? 6 Does Hazel want to live in the PAS house?

1 Check the meaning of the words in the box. Which four do you think are in the article?

2

2.26 Read and listen to the article and comments. Check your answers to exercise 1.

5 Would you like to live in this house? Why (not)? Write your comment.

3 Read the article and the comments again. Then find the comparative form of the adjectives in the box.

I usually relax in my bedroom.

good unusual difficult big expensive

6 Work in pairs. Ask and answer questions about the activities in exercise 5.

Sonia, 23rd May @ 21:14

This house is cool! It’s bigger than my apartment, but I’m sure it’s more expensive too!

American surfers invented skateboarding in the 1950s.

ceiling skate park windows champion architect garden

relax watch TV do your homework chat to friends listen to music have breakfast / lunch / dinner

Hazel, 23rd May @ 14:22

It’s interesting, but it isn’t as cosy as my house. And I imagine it’s more difficult to clean!

DID YOU KNOW?

Reading

EXPRESS YOURSELF

5 Where do you do the activities in the box? Write sentences.

FINISHED? In your notebook, design your dream house. Draw pictures and write a description.

good - better

Where do you usually watch T V? I usually watch T V in the living room.

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James, 22nd May @ 19:46

It’s fantastic! It’s better than a skate park because you can practise indoors when it’s raining!

For champion skateboarder Pierre André Senizergues, this dream is becoming a reality. Designer Gil Le Bon Delapointe and architect François Perrin are building his dream house in Malibu, California. This house is as big as a normal house, but its design is more unusual. There are three different ‘spaces’: one for the living room, dining room and kitchen; one for the bedroom and bathroom; and one for skateboard practice. There’s all the usual furniture, but it’s specially designed for skateboarding. And there are fabulous views over the ocean!

The prize includes: • fantastic new furniture (bed, desk, wardrobe …) • fabulous accessories (lamp, mirror, shelves …) £2,000 • new technology worth …) (computer, music system

1 The place where you put your clothes. 2 A table where you study. 3 You can put your books here. 4 You can see yourself in this. 5 A small light. 6 The piece of furniture you sleep on.

Comments

Imagine skateboarding all around the house – without getting in trouble! That’s the case in this unusual house. You can skateboard across the floor and up the walls and on the ceiling. You can even skateboard over the table, the sofa and the fridge. It’s better than going to a skate park!

Give your bedroom a completely new look in this month’s great competition.

2 Which of the things in exercise 1 are in each of these rooms in your house? bathroom bedroom kitchen living room dining room

La sección de debate Express yourself hace que los alumnos hablen y usen el vocabulario del tema.

Los textos de lectura presentan la lengua en contexto y cubren muchos temas del mundo real. Los hay de diversos tipos, desde artículos web a entrevistas publicadas en revistas. Todos los textos están grabados en los CD de clase.

UNIT

WEB QUEST Find articles, pictures and videos about the PAS house. 1 Write a list of keywords to search for information about the PAS house. 2 Look at different articles, pictures and videos. Choose your favourites. 3 Write the URLs of your favourite websites. Compare andpage share Interactive Grammar Table: Workbook xx with your classmates.

Vocabulary Interactive extension: Grammar Workbook Table: page Workbook 107 page xx

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Remember to bookmark the websites you visit.

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Grammar

Vocabulary and Listening UNIT

Unos sencillos cuadros presentan la gramática al principio de la página. Unos ejercicios graduados en dificultad ayudan a los alumnos a practicar lo aprendido.

Grammar

Prepositions of place

1 Read the spelling rules in the Study guide on page 71. Then complete 1–3 in the table.

4 Look at the prepositions in the box. How do you say them in your language?

It’s tidier than my bedroom. It’s (1) … (small) than my room. long adjectives

It’s more unusual than my house. It’s (2) … (expensive) too.

opposite in front of

under behind in between

1

2.29 Look at the web page. Listen and repeat the words in blue.

Home from home!

on next to

Book your holiday now!

5 Look at pictures a) and b) and choose the correct words.

QUICK SEARCH

Country …

Type …

Arrive:

Depart:

Pets? Y

N

1 Kate’s shelves are between / opposite the wardrobe and the bed. 2 Kate’s bag is in / on the chair. 3 Kate’s mirror is behind / opposite the bed. 4 Rob’s rubbish bin is next to / under the desk. 5 Rob’s chair is in front of / behind the desk.

irregular adjectives

good – better bad – worse It’s (3) … (good) than a skate park! 2 Choose an adjective and complete the sentences with the correct comparative form. China is … (big / small) than Spain. China is bigger than Spain.

Places to stay

prepositions of place

short adjectives and adjectives ending in -y

Aquí se presenta y practica el segundo grupo léxico.

Vocabulary and Listening

Comparative adjectives

EXPRESS YOURSELF

6 Work in pairs. Ask and answer about these things in the pictures.

Rent a caravan for 2–5 people.

A family tent in France.

A mobile home – more space for all the family!

Family rooms at a youth hostel.

Rent a log cabin in the forest.

Holiday on water in a beautiful old barge.

Stay in a remote lighthouse!

A luxurious Scottish castle.

Choose a hotel.

Rent a self-catering apartment.

A villa with a pool in Spain.

Stay on a farm!

El listening consiste en un texto de cierta extensión que desarrolla la destreza de comprensión oral al tiempo que recicla la lengua objetivo en contexto.

Rob’s sock / shorts / dog Kate’s dress / books / cat Where’s Rob’s sock? It’s under the bed.

1 The royal palace is … (cheap / expensive) than my house. 2 The king is … (rich / poor) than me. 3 Real Madrid are … (good / bad) than Real Betis. 4 Usain Bolt is … (fast / slow) than me. 5 Japanese is … (easy / difficult) than English.

ANALYSE

3 Look at pictures a) and b). Write comparative sentences with the adjectives in the box.

In English, comparatives are different when the adjectives are short, long or irregular. Are they the same or different in your language?

big small colourful tidy clean dirty

Rob’s room is bigger than Kate’s room.

El cuadro Analyse los anima a reflexionar sobre las diferencias que hay entre la gramática inglesa y la de su lengua materna.

a) Rob’s room b) Kate’s room

Click on a picture to see more details and prices.

2 Find words on the web page that match definitions 1–5. 1 It’s a type of boat. 2 This place has got a swimming pool. 3 Kings and queens lived here. 4 This place is made of wood. 5 This place hasn’t got solid walls.

4

5 Listen again. Which place does each person prefer? hotel tent villa mobile home

3 Work in pairs. Which places do you prefer? Put them in order from best to worst. Number 1 is the best. 2.27–2.28 64

Pronunciation lab:

/ə/, page 125

1 Dad … 2 Mum …

1 castle, 2 …

Digital course: Interactive Interactive grammar Grammar table Table: Workbook pageStudy xx guide: page 71

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2.30 Listen to a family conversation. Are they going on holiday to France, Spain or the USA?

3 Alice … 4 Ben … 65

Interactive Grammar Table: Workbook page xx

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Cada sección gramatical enlaza con el Pronunciation lab del final del libro, donde hay ejercicios de pronunciación.

Cultural awareness

Grammar

Los textos de estas secciones resaltan algún aspecto de la vida en un país de lengua inglesa.

Fact box

Different lifestyles

1 Read the text quickly. What is it about? a) People who go on holiday to Ireland. b) An ethnic minority group called ‘Irish travellers’. 2

Grammar

can / can’t and must / mustn’t

The population of Ireland is about 4.5 million, but more than 80 million people around the world have got Irish origins!

can / can’t: possibility and (lack of) permission

I / You / He / She / It / We / You / They

can move house. can’t stay here.

must / mustn’t: obligation and prohibition


Irish travellers have their own culture and language. They’re originally from Ireland, but now many Irish travellers live in other countries, including the UK and the USA. There are about 30,000 travellers in Ireland today. Traditionally, Irish travellers lived in small, old-fashioned caravans and they travelled from place to place with horses. Now, about half live in bigger caravans or mobile homes and half live in houses or flats. They still travel sometimes to go to horse fairs and family weddings. Irish travellers are an ethnic minority. They sometimes suffer discrimination from people who don’t understand their culture.

CLIL

1 Look at the tables and answer questions a) and b).

2.31 Read and listen to the text. Do you agree with Paul, Beth or David?

Irish travellers

Las páginas de Cultura enlazan con unos vídeos culturales que ofrecen imágenes de la vida en países en los que se habla inglés. Hay worksheets para explotar mejor estos vídeos.

must do this. mustn’t do that.

a) Does the form of can and must change with the different subject pronouns? b) Do we use to after can and must?

What do you think? Could you live a nomadic life? Paul, 13

2 Correct the mistakes.

Yes, definitely! There are too many rules in society. People always say ‘you must do this’ and ‘you mustn’t do that’. I think you can have more freedom with a nomadic life.

1 Travellers must to change schools. ✘ 2 A traveller can’t stays at the same school all the time. ✘ 3 We don’t must discriminate against ethnic minorities. ✘ 4 We must respecting people of all cultures. ✘

Beth, 12

3 Read the text and choose the correct words.

No, I wouldn’t be happy. You can’t stay in one place so you have to go to lots of different schools and make new friends all the time.

Welcome to Firhall! Firhall is an unusual village in Scotland. To live there, you must be older than 45. Children (1) must / can visit Firhall, but they (2) can’t / must stay for more than three weeks. They (3) mustn’t / must be noisy and they (4) must / can’t play football in the street. Residents can have a cat or a dog, but they (5) can’t / must have birds or rabbits. There are a lot of rules in Firhall!

David, 14

I’m not sure. I think we must respect people from different cultures and we mustn’t discriminate against them. But I love my house!

Word check ethnic minority discrimination rule freedom nomadic respect

Grammar in context: Geography

5 Read the text and choose the correct answers. 6

2.32 Listen and check your answers.

Mega-cities ● The biggest mega-city* in the world is Tokyo, (1) on / in / at Japan. It’s got a population of more than 34 million people. (2) Can you / You can / You must imagine? That’s like the population of Portugal, Ireland and Greece combined! ● In 1800, the world’s urban population was only 3% and the rural population was 97%. Now the urban population is (3) big / bigger / small than the rural population. ● Why (4) do / does / are people move from villages to mega-cities? They think it’s (5) more / easier / than to find work. They (6) is / am / are looking for a (7) worse / better / bad life for their families, but often the opposite is true. ● In mega-cities, many poor people (8) live / to live / not live in unhealthy areas called slums. The sanitation is terrible and the pollution is much (9) more bad / better / worse than in rural areas. When the pollution is very bad, you can’t (10) breathe / to breathe / breathing without a mask.

The world’s biggest cities Population City Tokyo (Japan)

34,300,000

Guangzhou (China)

25,200,000

Seoul (South Korea)

25,100,000

*A mega-city is a city with more than 10 million inhabitants.

EXPRESS YOURSELF

3 Read the text again and choose the correct words. 1 About 50% of Irish travellers live in mobile homes or caravans / tents. 2 Modern caravans are bigger / smaller than old-fashioned caravans. 3 Paul thinks there are lots of rules in society and a nomadic life is more independent / boring. 4 Beth thinks it’s better / worse to live in one place. 5 David would be happier in a caravan / house. 66

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vi

La segunda página de gramática presenta y practica un nuevo punto gramatical.

UNIT

Cultural awareness

CULTURAL

COMPARISON

4 Write about your English class. Use must / mustn’t and ideas 1–6.

4 Answer the questions. 1 Are there any travellers in your country? 2 Would it be easy or difficult to live a nomadic life in your country? 3 Would you like to live a nomadic life? 4 Do many people from your country / region now live in other countries? Where?

speak English

We must speak English.

1 use our mobile phones 4 do our homework 2 listen to the teacher 5 forget our books 3 shout in class 6 respect people

2.33–2.34

Interactive Grammar Culture video: Table: Homes Workbook in the page UKxx

CLIL TASK Go online. Find out about the three biggest cities in Europe. Are they mega-cities? Make a table like the one above.

Pronunciation lab: Contractions: can’t and mustn’t, page 125

Digital course: Interactive Interactive grammar Grammar table Table: Workbook page xx Study guide: page 71

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Toda la gramática de la unidad se repasa en Grammar in context. Es un ejercicio de ampliación sobre CLIL, enfocado cada vez en un tema de una asignatura distinta del currículo escolar.

Integrated skills integra integra ted ted skills skillsintegra integra ted ted skills skills

Getting around town St

Old Street

Quee

A14

Green Park

Cutt ns Cu

Gre Gr e en Park

RO

B e ne d

RO

Norman Gardens Gar dens

Bu

Po

mp

er n

ey

RE

D

ST

RE

Excuse me! Can you tell me how to get to Roman Street, please?

Roman Street? Let me think. Ah, yes. I know where it is!

It’s near (1) Castle Park / the campsite.

ET

Which way is it?

ET

Din

GR

O

ST

OL

Go straight on, then turn (2) left / right.

OK. Is it far?

No – it’s a (4) five / ten minute walk.

N EE

St

Thank you!

ST REE

5

No problem. Bye!

Step 4: Communicate

2.36 Read and listen to the dialogue. Choose the correct answers for 1–4.

T

Step 1: Read

1 turn left

6 Listen again and repeat. Practise your intonation.

Step 2: Listen

1 Look at the directions and the map. Then match 1–4 to symbols a–d.

3

a)

2 turn right

b)

3 go straight

c)

4 your destination

d)

Step 3: Write

2.35 Copy the GPS instructions into your notebook. Then listen and number them in the order you hear them.

2 Read the directions again. Choose the correct answers.

Speaking: Being polite You must be polite when you speak to someone you don’t know. Remember to say excuse me, please and thank you!

8 Prepare a new dialogue. Write both parts. Use your notes from exercise 7 and the dialogue in exercise 5 to help you.

1 Michael’s mum sets the GPS. 2 Their new house is at 25 Roman Street. 3 Their new house is in a different town. 4 The new house is bigger than the old house.

Excuse me! Can you tell me how to get to the nearest café, please? The nearest café? Let me think.

SKILLS BUILDER

a) the nearest café b) the park c) the supermarket d) the sports centre e) the library

4 Listen again. Are the sentences true or false? Correct the false sentences.

1 The starting point is … a) Old Street. b) Castle Road. 2 The directions are for … a) going by car. b) walking. 3 The destination is … a) Green Street. b) Green Park. 4 It takes … minutes. a) five b) seven 5 It’s about … km. a) 1 b) 7

9 Work in pairs. Take turns to practise your dialogues.

10 Act your dialogue for the class.

7 Choose one of the places a–e. Then write directions from your school to the place.

a) At the end of the road, turn right. b) Depart. c) After 300 metres, turn left. d) Your destination is on the right. e) Go straight along Magnolia Avenue.

COMMUNICATION KIT Asking for and giving directions Excuse me! Can you tell me how to get to … , please? Which way is it? Go past … . Go straight on. Is it far? Turn left / right. It’s a five / ten minute walk. Cross the road.


68

69

Integrated skills: Workbook page 116

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En parejas, representan los diálogos que han escrito y practican la expresión oral.

Yes. Then cross the road and go past the park. Roman Street is on the (3) left / right.

Straight on, then left?

Rd oree m or ssm

S h aw

4

Green Park

LD

A

Pri

St

Rd

A1

Your destination is on the right.

ey rnlley rn

e Drii v n Dr an a

nce

N orm

E T

Turn left onto Castle Road.

B

St

Aca

RE EN ST

ourr t e l l C ou

Turn right onto Green Street.

Escuchan un inglés funcional en la grabación de una situación auténtica y ponen a prueba su comprensión oral.

d eR

GRE

A14

eyw one H on

ROAD

TLE

AD

c ric t ri

TLE

Bea

CAS

Old Street

AD

ue enue Aven ictt Av ic

CAS

B

1 km 7 minutes

Walking directions A

ASKING FOR AND GIVING DIRECTIONS

My friend Michael is moving house today. His new house is near Green Park. P A Have you LA ever moved house? CE

ad

T

B

To

Ro l ’s l’s

TREE EN S

A

From

Pau

Go straight along Old Street.

A continuación ven el vídeo de un diálogo en una situación cotidiana, como preguntar por una dirección.

Después de escuchar o ver el diálogo, los alumnos escriben un diálogo del mismo tipo.

UNIT

integra integra ted ted skills skills GRE

Los alumnos leen un breve texto de la vida real que los introduce en el tema y practican la comprensión.

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Writing

Study guide UNIT

La página de Writing muestra modelos de diferentes tipos de texto.

La Study guide es una página de consulta muy útil que recoge todo lo enseñado en la unidad.

Study guide Writing

Grammar

An opinion essay 1

Comparative adjectives: spelling rules


2.37 Read and listen to the essay. Do you agree with Jane’s opinion?


• For short adjectives, add -er. small

London is smaller than Tokyo. The city is busier than my home town.

IN YOUR OPINION, IS IT BETTER TO GO ON HOLIDAY TO A HOTEL OR ON A BARGE?

Caravans are more popular than tents. Hotels are more expensive than youth hostels.

big

irregular adjectives

in

under

between

in front of

opposite

next to

good

apartment barge caravan castle

Asking for and giving directions

También fomenta la autonomía en el aprendizaje con los consejos del cuadro Learning to Learn.

worse

desk fridge lamp mirror shelf sink

sofa table toilet wardrobe

farm hotel lighthouse log cabin

mobile home tent villa youth hostel

Excuse me! Can you tell me how to get to … , please? Which way is it? Go straight on. Turn left / right. Cross the road.

✔ using because to give reasons ✔ comparative adjectives ✔ vocabulary for places

Build your confidence: Writing reference and practice. Workbook page 130

Go past … . Is it far? It’s a five / ten minute walk.

LEARNING TO LEARN Label objects in your home. If you see the words every day, it’s easier to remember them.

Progress check: Workbook page 54

9780230429697_Pulse_06.indd 70

bad

Places to stay

Speaking

Check Check your writing.

a) I love windsurfing. b) There are more facilities. c) It’s very expensive! d) It’s quieter. 70

I / You / He / She / must listen to the teacher. It / We / You / They mustn’t skateboard inside.

1–3. Use the essay in exercise 1 to help you. 1 In my opinion, it’s better to ... . 2 I like … because ... . 3 Some people prefer … , but not me! I don’t like ... .

1 I like living in a city. 2 I prefer living in a village. 3 I’d like to live near the sea. 4 I can’t live in a palace.

armchair bath bed chair cooker cupboard


Write Write three paragraphs using sentences

4 Match 1–4 with a–d. Then join the sentences with because.

better

At home

I / You / He / She / can go on holiday. It / We / You / They can’t drive.

Plan Decide which option you prefer. Then make notes. I like … because … I don’t like … because ...

more organized

Vocabulary

can / can’t: possibility and (lack of) permission

Write an essay with this title: In your opinion, is it better to live in a city or a village?

because We use because to give reasons. I like staying on a barge because you have more freedom. I also like it because it’s relaxing. 3 Read the essay again. Find one more example of because.

tidier

more unusual

• Some adjectives are irregular. They don’t follow the rules!

behind

can / can’t and must / mustn’t Writing task

hotter

busier tidy

unusual

By Jane, 13

WRITING FOCUS

bigger hot

busy

• For long adjectives, do not change the word. Add more before the word. organized

2 Look at the Writing focus. How do you say because in your language?

louder

• For short adjectives that end in -y, remove the -y and add -ier.

good – better bad – worse I think caravans are better than tents.

Prepositions of place on

smaller loud

• For short adjectives that end in vowel + consonant, repeat the consonant and add -er.

long adjectives

In my opinion, it’s better to go on holiday on a barge. My family and I spend two weeks on a barge every summer. It’s more interesting than staying in a hotel. I like staying on a barge because you have more freedom – you can go wherever you want. I also like it because it’s relaxing – you’re always near the water. Some people prefer hotels, but not me! I don’t like staying in hotels because it’s boring. It’s more fun going on holiday on a barge.

En el cuadro Writing focus se resalta y practica un punto lingüístico importante. La Writing task guía a los alumnos paso a paso en la preparación y creación de su texto.

El Communication kit contiene lenguaje funcional para una fácil consulta.

71

Grammar reference: Workbook page 94

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Collaborative projects Estos proyectos promueven el trabajo en grupo y desarrollan la competencia digital de los alumnos porque utilizan programas informáticos o herramientas web.

Step 1: Think

1

Collaborative Project

Making a wall

El cuadro Digital literacy aconseja a los alumnos sobre cómo mejorar sus habilidades digitales.

Step 2: Listen and plan

Step 3: Create

Step 4: Evaluate

Digital Literacy When you make a wall, remember to: • write the information in your own words – don’t copy and paste! • use ICT and web resources in a responsible way. • include different types of information – text, photos, video clips, links …

TASK Work in groups of three to create a ‘wall’ about a famous sports star from your country.

Step 1: Think

1 Who do they decide to do the wall about? a) Miguel Indurain b) Fernando Alonso c) Borja González 2 Which things from Step 1 do they decide to include? 3 Do they copy the information from a website? 3 Complete the conversation extract with the words in the box. Listen again and check your answers.

Pablo

Olympic diver

5 Follow the steps to create your wall.

1.49 Listen to Mario, Ana, Silvia and David doing the task and answer the questions.

like

Tom Daley

Tom Daley is a British diver. He specializes in the 10 metre platform event – he dives from 10 metres above the water!

Pablo Tom trains every day. In fact, he usually trains twice a day! First, he goes to the gym for an hour to get strong. Then he practises in the pool for an hour.

Bea On this website, you can find more information about Tom:

Bea In this video Tom Daley talks about diving. You can also see him training and diving in the pool!

www.tomdaley.tv

Sara ‘I’m a diver not a swimmer!’ Tom Daley

40

can

choose

Let’s

agree

think

Mario: OK, let’s (1) … a sports star. We can write about Miguel Indurain or Fernando Alonso. David: They’re OK, but I’d (2) … to write about a young sports star. Ana: That’s a good idea. What about Borja González? He’s a footballer. He’s only 17. What do you (3) … ? Mario: Yes, I (4) … . So what information can we include? David: (5) … give some facts about him, for example where he’s from and what he likes doing in his free time. Silvia: Yes, and we (6) … include some photos and a video clip.

Tom has got short, straight dark hair and brown eyes.

Sara

Step 3: Create

Step 2: Listen and plan 2

1 Look at the wall below. Find an example of: 1 a video clip 2 facts about the person 3 a description of the person 4 a photo of the person 5 a link for more information 6 a quote by the person 7 an introduction

Pablo Born: 21 May 1994 From: Plymouth, England Medals / prizes: Tom has got one Olympic® bronze medal (2012) and two Commonwealth gold medals (2010).

9780230429697_Pulse_03ColProj.indd 41

Share information Read and listen to each other’s work. Discuss your work. Check these things: • Is it in your own words? • Have you got all the information you need? • Have you got photos, video clips and links? • Is the grammar and vocabulary correct? • Is the spelling and punctuation correct? Create the wall Put the information on the wall. Add your photos and video clips. Decide the final design. Then, check the grammar, vocabulary, spelling and punctuation again. Show and tell Present your wall to your class.

Step 4: Evaluate 6 Now ask your teacher for the group and individual assessment grids. Then complete the grids.

Useful language We can write about a famous tennis player. What information can we include? Let’s write about ... . I’d like to find the photos. Do you agree? Yes, I agree. / No, I don’t agree. That’s a good idea. That’s very difficult. I can find some facts.

4 Work in groups. Plan your wall. Use the Useful language box to help you. • Choose a person to write about. • Decide what information to include. • Decide how to share the work. Make sure everyone contributes. • Decide when to meet again to share your information.

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External exam trainer UNIT

1

External exam trainer

1

The examiner asks you questions about yourself, your family, your school or your interests. This tests your ability to understand and answer questions.

3.40 Read and listen to the Model exam. Does Miguel give any one-word answers?

EXAM TIP: Give full answers

3

3.41 Match 1–6 with a–f. Then listen, check and repeat. 1 first name a) 628 134 759 2 surname b) the 18th of January 3 birthday c) M-I-G-U-E-L 4 address d) 23, Calle Betis 5 email address e) G-O-M-E-Z 6 phone number f ) [email protected]

Where do you live? Coslada. ✗ I live in Coslada. It’s near Madrid. ✓

4 Match answers a–f with questions 1–6 in Your exam. Then copy and complete the answers with information that is true for you. a) b) c) d) e) f)

5 Copy and complete your personal information. Practise spelling the names and saying the numbers and dates.

I’m from … . My surname is … . Yes, I have. It’s … . Yes, of course. It’s … . My phone number is … . My birthday is on … .

My personal information First name: Surname: Address: Phone number: Email address: Birthday:

3

EXAM TIP: The alphabet and numbers

1 What’s your surname? 2 Can you spell your surname?

My name’s Miguel.

3 Where are you from?

6

4 When’s your birthday?

2 Can you spell that, please? Yes, of course. It’s M-I-G-U-E-L.

Multiple-choice pictures

5 What’s your phone number?

3 How old are you?

7

6 Have you got an email address?

Role-play activity

I’m twelve years old.

4 Where do you live? I live in Coslada. It’s near Madrid.

5 Have you got any brothers and sisters? Yes, I have. I’ve got two sisters.

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EXAM KIT: Useful expressions

Personal information (first) name address at = @

My name / surname is … . My email address is … . I’m from … . I’m … years old. I live in … . My birthday is on … . My address is … . My phone number is … . I’ve got … brothers / sisters.

surname phone number email address

Months of the year January February March April May June July August September October November December Countries and nationalities Spain – Spanish China – Chinese Morocco – Moroccan Mexico – Mexican

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8

Los Exam tips les proporcionan consejos y técnicas que los ayudan a responder con éxito las preguntas de los exámenes.

9 Discussing a topic

106

EXAM KIT: Useful Vocabulary

Multiple-choice answers

El Model exam les ofrece un claro ejemplo de pregunta y un modelo de respuesta.

5 Describing a photo

1 What’s your name?

En la página Your exam practice los alumnos practican las estrategias de examen.

4 Gap-fill activity

6 Work in pairs. Ask and answer the questions in Your exam.

You often need to spell your name or give your telephone number or email address. Practise the English alphabet and numbers!

2

Pairwork activity

Don’t give one-word answers! Try to give as much information as possible.

Your exam practice

True or False activity

1 Read questions 1–5 in the Model exam. Translate the questions into your language. 2

Speaking: Giving personal information

About the exam Giving personal information

Your exam preparation

Giving personal information

En Your exam preparation se presentan preguntas típicas de examen y se prepara a los alumnos para responderlas.

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vii

Workbook de Pulse 1 El Workbook contiene:

• Grabaciones de audio en línea

• Ejercicios para practicar toda la gramática y el vocabulario del Student’s Book • Una sección a todo color para que los alumnos estudien solos, con más ejercicios, actividades de ampliación y material de consulta

El Workbook está disponible en tres ediciones: inglés, castellano y catalán. El Curso Digital para el Profesor ofrece una versión totalmente interactiva del Workbook que es compatible con todos los dispositivos, incluidas las pizarras electrónicas.

Vocabulary 1

Grammar 1 UNIT

6

Las variadas actividades garantizan un excelente repaso del vocabulario presentado en el Student’s Book.

UNIT

6

Grammar 1 Comparative adjectives 1

Write the comparative form of the adjectives.

4 short

she

3 My phone / new / my dad’s phone.

5 expensive

4

6 good

3

4 I / quiet / my friend.

7 bad

1

2

Complete the sentences with the comparative form of the adjectives in brackets. I am

5

taller


than my sister. (tall)

1 My maths homework is

6

En Express yourself los alumnos personalizan sus respuestas.

2 My bedroom / small / our living room.

3 difficult

m

p

2 cheap

la

rd

2

Write sentences that are true for you. 1 My dad / tall / me.

1 big

irro

lf

sk

de

Label the picture.

oa

Find six home words in the wordsnake.

m

r

pb

1 2

air

cu

At home

ch

4

older

old

Vocabulary 1

5

Write sentences about the picture using the correct form of be and the words in the box.

than your science

homework. (easy) 2 His cousin is

behind between in in front of in front of next to on opposite under

than him. (small)

3 The sofa is

than the armchair.

(comfortable) 4 Jack is

9

4

Learning to Learn Label things in your home. If you see a word every day, it’s easier to remember it.

3

What is it? Write words from exercises 1 and 2.

what you look like.

table

price £65

made in 2014

armchair

£80

1960

mirror

£25

1950

The cupboard is in front of the table. 1 The box

your bed so you can read at night.

in her bedroom.

1 I sit on a

bed

It’s comfortable and you sleep in it.

than my old one. (long)

Look at the information in the table. Then complete the sentences with the comparative form of the adjectives in brackets and words for furniture.

2 There is often one of these next to

My sister does all her homework on the

desk

3

1 You look in it when you want to see

Complete the sentences with words from exercises 1 and 2.

than Luke. (popular)

5 My new bed is

7

8

10

when I’m at my desk.

the cupboard.

3 The lamp

4 It’s comfortable. It’s in the living room. One person sits on it.

the table.

4 The armchair

the table

and the bath.

next to the door.

5 The mirror

3 I’ve got lots of books, so I’ve got lots of

lamp

in my bedroom to put them on. 4 Let’s sit on the

together and watch

5

this detective film on TV. 5 Your hands are dirty. Go and wash them in the

the table.

2 The books

3 It’s hot. You cook food with it.

2 They’ve got all their clothes in the big

.

6 We’ve got a new

and chairs in our

Complete the sentences so they are true for you. 1 In my bedroom there is

.

2 In the living room there is

.

3 In the bathroom there is

.

£70

the bath.

6 The sofa

2000

the bath.

7 The table

the armchair.

8 The table

the cupboard.

The lamp is newer than the mirror . (new) 1 The table is

. (expensive)

2 The lamp is

. (cheap)

3 The armchair is

dining room. We all sit round it when we eat.

. (old)

49

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Vocabulary 2 Actividades y tareas para practicar el segundo conjunto léxico de la unidad.

Unos ejercicios claros y con instrucciones fáciles amplían la práctica de la gramática enseñada en Pulse.

Grammar 2 UNIT

6

Vocabulary 2

Grammar 2

Places to stay 1

2 1

2

3

4

1

5

6

2

7

3 4

8 9

5

10

3

11

can / can’t and must / mustn’t

Circle the correct words.

Use the clues below to complete the puzzle.

We’re staying in a castle / youth hostel because it’s cheap. We’ve got our tent / mobile home in the car and we’re driving to the campsite. We’re renting a hotel / log cabin on a campsite in a forest this week. Grandad is driving around France with his caravan / lighthouse. This tent / villa has got five bedrooms, three bathrooms and a pool! Mum stays in an apartment / a castle when she travels to New York.

2

tent

1 This modern 4

2

2 The

is very tall. It’s on the coast, very

near the sea and has a big light. 3 There are six beds in every bedroom in the (plus 5 down)

. School groups often stay here.

12

11

4 I’m travelling on a

on the River

a) at school b) next to your tent c) on Sundays d) between May and October

1

2

Complete the rules for the youth hostel with can, can’t, must or mustn’t.

ber

y-Octo le Ma

availab

• You (1) can stay here from March to October. park your car here because • You (2) there isn’t a car park. bring dogs, but no other • You (3) type of animal. • The youth hostel is closed after 9.30pm. You go out after this time, but you (4) ask for a key. (5) smoke in the rooms. It is • Adults (6) illegal.

has got 100 bedrooms, a

restaurant and a gym.

7

Look at the pictures. Match beginnings 1–4 with endings a–d. Then write sentences about the pictures using can, can’t, must or mustn’t. 1 rent this villa 2 go shopping here 3 listen to music 4 make a fire

ToTland youTh hosTel Rules

. It’s

really wet in here!

Across

4

Circle the correct words. You can / must always read the question first. 1 I can’t / mustn’t do my homework because my books are at school. 2 You can / must buy a ticket for the train. 3 We can’t / mustn’t use our mobile phones in lessons. It’s the school rule. 4 Can / Must I use your computer, please? 5 I can’t / mustn’t go swimming today because the sports centre is closed.

Complete the sentences with words in exercise 1. It’s raining and I’m staying in a

12

1

Esta página ofrece una práctica completa del segundo punto gramatical presentado en la unidad del Student’s Book.

4

3

Danube. I love being on the water. 5 The

is 700 years old. Lots of tourists

3

visit it every year.

Complete the sentences with can, can’t, must or mustn’t and the verbs in the box. be

Down 3

2

1

5

6

do

phone

show

watch

5

1 I

8

my mum now because she’s me your holiday photos.

3 must / my bedroom

I really want to see them!

2 Is there a castle in your region? Where is it?

3 Jake

very hungry – he doesn’t

4 can’t / at home

want to eat his lunch.

3 Where do you stay when you go on holiday with

4 You

your family?

10

2 can / with my friends

not at home, so I must do it later. 2 You

your phone at the cinema.

5 If you want, we

Write sentences that are true for you using the words. 1 can / at weekends

kitchen because we’ve got two TVs.

Answer the questions. Write sentences that are true for you. 1 Do you like staying in a tent? Why (not)?

(plus 4 across) 9

use

We can watch TV in the living room or in the 4

5 can / on holiday

the homework

together at my house.

6 mustn’t / at school

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Reading Textos muy variados sobre temas relacionados con el de la unidad y práctica exhaustiva de todos los tipos de preguntas.

Communication skills UNIT

6

Do you like being alone? Do you like the idea of helping tourists? Then we might have the perfect job for you! On the west side of Lake Superior in North America are the Apostle Islands. There are six important old lighthouses on the islands. These days the lights are automated – they don’t need a lighthouse keeper to work there. However, in summer months, volunteer keepers go to three of the lighthouses. The volunteer keepers work as tourist guides. People go to the Apostle Islands to camp and to go kayaking or sailing. The keepers show tourists the lighthouses and help them set up camp on the islands’ campsites. Does this sound interesting? Choose an island and contact us for more details.

5 Complete the dialogue with the words in the box. cross excuse far get minute past right straight tell turn

the island for you. You can’t get any water from taps on the island, so the keeper must show the campers how to use a pump to get water from Lake Superior.

Emily: (1) Excuse me! Please can you

Sand Island It is much easier to travel to Sand Island than to the other islands, so it’s a busier island. Unlike the volunteer keepers at the other lighthouses, the Sand Island lighthouse keeper spends more time at the campsite with tourists than at the lighthouse.

(2)

the living room the kitchen the bathroom

Michigan Island

1

his bed /

desk.

a) campsites in the Apostle Islands b) volunteer work on the Apostle Islands c) North American lighthouses 2 Read the text again and match the words with the definitions. 1 automated d

5 set up

2 keeper

6 visitors

3 guide

7 campers

4 kayaking

8 pump

the bathroom / door.

2 The bag is

1 There are six / three important lighthouses on the Apostle Islands. 2 The volunteer keepers work all year / part of the year. 3 The tourists stay in / visit the lighthouses. 4 The volunteer keeper on Devils Island works some / all of the time at the lighthouse. 5 More people stay on Michigan Island / Sand Island than on Devils Island.

3 He sometimes leaves his phone

the

table / bathroom. 4 There’s a computer

the

Yes, that’s right. Go (7)

. That’s

Medway Drive. Man:

?

Not really. It’s a ten (10)

walk.

Develop your speaking: Integrated skills page 116

Writing 6 Circle the words that are true for you. Then complete the sentences with because and your own ideas. I like cycling / walking because it’s good exercise .

the dining room /

1 I like going shopping / swimming

living room.

.

the computer / books.

5 The phone is

2 In my opinion the countryside is / cities are

4 Answer the questions. Write short answers or complete sentences.

great

.

1 Why does Callum need his phone?

3 I like visiting friends and family / new places

1 What are the duties of a volunteer keeper?

2 Where does he usually put his bag?

4 I prefer doing homework in the evenings /

2 Which island is especially quiet?

3 Who is Lisa?

at weekends . 5 I don’t like / mind staying in a tent 3 How do people on Michigan Island get water?

4 Is Lisa trying to help?

4 Which island is good for sociable people to

5 Why do you think the phone is on the shelf in

. Develop your writing: Writing reference page 130

work on?

the living room?

53

52


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Progress check Ejercicios con los que hacer un examen a fondo de todo el vocabulario y la gramática de la unidad.

UNIT

6

Self-evaluation

Progress check Vocabulary

Grammar

At home


1 Complete the description with the words in the box.

3 Rewrite the sentences using the words in brackets.

1 At the end of Unit 6, can you do these things? Tick (✓) the box that is true for you.

I can …

1 I’m faster than you. (you / not / fast)

bed cupboards desk lamp mirror shelf sofa wardrobe

2 Millie is 14. Alex is 13. (old) to sleep in – of course! There’s also

a (2)

3 My book is good. Your book is boring. (good)

where I do my homework. I’ve got a

(3)

for when I read at night. There’s a

(4)

for my clothes and a (5)

that I look in when I brush my hair. Downstairs, in the living room there’s a big (6) We’ve got lots of DVDs on a long (7) our plates and cups in two (8)

.

Places to stay 2 Write words for the definitions. 1 This is a home for kings and queens. 2 You camp in it. It’s cold at night! 3 This is a very tall building with a large lamp next to the sea. 4 It’s a small house in the forests made from wood. 5 Animals like cows, sheep and horses live here. 6 This is like a cheap hotel. People often share a room. 7 This is often in a city. It’s usually smaller than a house. 8 It’s a house, often in a warm country. There’s sometimes a pool.

4 Your room is tidy. My room is dirty. (than) 5 His bag is heavy. Her bag is light. (not / heavy)

.

I usually sit on it with my brother to watch TV.

Prepositions of place 1 My desk is in / on my bedroom. 2 The lighthouse is under / next to the sea. 3 Our caravan is under / on a tree. 4 We sit between / opposite our teacher.

2

Think about what you need to improve. Write it here. 1

can / can’t and must / mustn’t 5 Correct the sentences. 2

1 You can to come to my house. 2 Gemma must finishes her homework. 3 We not must use mobile phones at school.

3

4 I can’t doing PE today, I forgot my kit. 5 You must to wear a uniform at school. 6 Circle the correct words. We’ve got a new house, so I’ve got a new bedroom. It’s (1) better / more good than my old bedroom because it’s (2) more big / bigger. It’s also (3) comfortabler / more comfortable – I’ve got a small sofa (4) on / in it. My desk is (5) under / between the window. We live (6) opposite / next the park, so I (7) must / can see it. My parents say I (8) must / can keep my room tidy!

More practice ➜ ➜ ➜ ➜

Grammar reference page 94 Vocabulary extension page 107 Integrated skills page 116 Wordlist page 151–157

Cumulative grammar 1

2

3

4

5

6

7

8

Los alumnos rellenan el cuadro para evaluar sus progresos y luego elaboran un plan de acción para mejorarlos.

9

1 Complete the blog with the correct form of the words in the box. be can every good many much must next not be opposite our ride share small stay twice

Welcome to my holiday blog! I’m (1) staying with my family on a farm in the Yorkshire Dales. It’s a National Park in the north of England. lots of mountains here. There (2) The countryside is beautiful. There aren’t cars here. It’s very quiet. (3) a room with my sister. I’m (4) parents have got a room (5) to us. We’re in a small building. (6) than the farmhouse. The It’s (7) our building. There farmhouse is (8) a kitchen in our building so we go (9) to the farmhouse to eat. The farm has got sheep and horses in it. The help to look after farmer says we (10) a day, the horses. They need food (11) in the morning and evening. Tomorrow we’re going horse-riding. My sister is (12) than me because she’s got a horse at home it (14) day. and she (13) Finally, here’s a question: how (15) food can you eat after a day on a farm? Answer: a lot! I’m SO hungry. Oh good! Mum is calling go now. me for dinner, so I (16)

El texto de ampliación proporciona una práctica acumulativa de la gramática enseñada en el curso. 55

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Self-evaluation and Extension

Extension

4 Circle the correct words.

54


Yes! No No, I need problem! more practice.

name 14 pieces of furniture name 12 places to stay use comparative adjectives use prepositions of place use can and must ask for and give directions write an opinion essay

I like my house. In my bedroom I’ve got a (1)

next to the TV. Our kitchen is quite big. We keep

viii

Las actividades de speaking les hacen recordar el lenguaje funcional presentado en el Student’s Book.

.

4 Answer the questions. Write complete sentences.

a) someone who shows or explains something b) similar to canoeing c) tourists, people on holiday d) something that works without a person operating it e) people staying on a campsite f ) a machine to move water from one place to another g) someone who looks after something h) make, organize

Los alumnos escuchan grabaciones de textos sobre temas relacionados con la unidad.

the

cinema and turn (8) Emily: Thanks. Is it (9)

Callum’s phone is usually in his bag / desk.


on, then

left. Then (6)

Emily: Is that the road where the cinema is? Man:

the dining room his bedroom

1 He usually keeps his bag

Read and listen. What is the text about?

(5) road.

3 Circle the correct words and add prepositions of place.

Reading 13

to

Yes, of course. Go (4)

Listen to Callum talking to his mum. What

14

2 Listen again and order the rooms that are mentioned. Which room doesn’t Callum look in?

Devils Island

There aren’t many visitors to this island. The keeper is often alone for days. If you prefer being with lots of people, this isn’t

me how to (3)

Medway Drive? Man: 1

does Callum want to find?

This is a popular island. Visitors arrive by kayak and stay on the island’s small campsite. The keeper spends most of the time at the lighthouse, explaining how it works. The keeper also helps the campers at the campsite.

1

Speaking

Listening

Do you want to live in a lighthouse?

03/10/2013 13:44

El Self-study bank incluye todas estas secciones:

• Grammar reference y ejercicios • Vocabulary extension • Integrated skills • Writing reference y ejercicios

• External exam trainer • Speaking reference • Pronunciation reference • Wordlist • Irregular verb list

Grammar reference La sección Grammar reference proporciona cuadros y explicaciones más amplias de la gramática enseñada en el libro. Está disponible en tres versiones: inglés, castellano y catalán.

UNIT

UNIT

UNIT

62

6

Grammar reference can / can’t

Comparative adjectives • we use the comparative form of adjectives to compare one thing with another • adjectives have different comparative forms

affirmative I / You / He / She / It / We / You / They I / You / He / She / It / We / You / They

It’s cheaper than a hotel. It’s busier than a village.


irregular adjectives good – better bad – worse It’s better than camping in the rain!

Comparative adjectives spelling rules • for short adjectives that end in vowel + consonant, repeat the consonant and add -er hot ➜ hotter big ➜ bigger • for short adjectives that end in -y, remove the -y and add -ier tidy ➜ tidier noisy ➜ noisier • for long adjectives, do not change the word. Add more before the word expensive ➜ more expensive intelligent ➜ more intelligent • irregular adjectives don’t follow the rules! good ➜ better bad ➜ worse • comparative adjectives are followed by than My room is bigger than yours. This chair is more comfortable than the sofa.

Prepositions of place in

in front of

opposite

under


can’t drive

• we use can to talk about possibility and (lack of) permission You can stay for two weeks. We can’t visit the museum on Monday. It’s closed. • after can we use the infinitive without to

No, I can’t.

Can he / she / it open the door? Yes, he / she / it can.

No, he / she / it can’t.

Can we / you / they … ? Yes, we / you / they can.

No, we / you / they can’t.

• the word order is different in questions They can stay in a caravan park. Can they stay in a caravan park?

must / mustn’t affirmative I / You / He / She / It / We / You / They

must be quiet

negative

8 comfortable

4 late

9 popular

can / can’t 5 Write sentences with the affirmative, negative or question form of can. You / stay / in the library / until 5pm ✓ You can stay in the library until 5pm. 1 He / stay out / late ✗ 2 You / be noisy / in class ? 3 We / have a party / in the street ✗ 4 She / have / pets

6 We / watch TV/ before dinner ✓ 7 You / use / your mobile phone / in class ✗

must / mustn’t

must not shout

3 Vegetables / hamburgers (healthy)


mustn’t shout

✓

5 We / go / to the concert / this Saturday ?

2 Everest / Annapurna (high)


The TV is on the table. The book is in the bag. Jon is under the tree Sally is between Joe and Amy. There’s a park in front of our house. The table is opposite the bed. The café is next to our school. Sarah sits behind my brother in class.

7 tidy

3 bad

cheetah / lion (fast) A cheetah is faster than a lion. 1 Chinese / English (difficult)

contracted form

• prepositions of place describe where things are

2 intelligent

The cinema is next to / under the park. 1 Susie’s coat is at / in the wardrobe. 2 We’re between / on the train. 3 There’s a park in front of / between my house. 4 In class, Alan usually sits between / in Kevin and Stacey. 5 The café is on / opposite the sports club.

5 wide

3 Write sentences comparing these things. Use the adjectives in brackets.

6 Complete the sentences with must or mustn’t. You mustn’t be noisy in class. speak Spanish in our English 1 We lesson. wear a school uniform. 2 They leave rubbish on the street. 3 You train every 4 Professional footballers day. do your homework before you go 5 You to bed. listen to our teacher. 6 We

4 A hotel / camping (expensive)

• we use must for rules, regulations and obligations You must wear a uniform at this school. • we use mustn’t for prohibition You mustn’t talk in the library. • after must / mustn’t we use the infinitive without to

behind

6 red

Rob is more tall / taller than Katie. 1 Her flat is moderner / more modern than ours. 2 You are gooder / better at maths than I am. 3 Joe’s room is tidier / tidyer than Linda’s. 4 A five star hotel is more comfortable / comfortabler than a caravan. 5 That computer is expensiver / more expensive than this one.

Can I / you open the door? Yes, I can.

healthy healthier 1 strong

2 Circle the correct word.

questions and short answers

between

next to


1 Write the comparative form of the adjective.

cannot drive

contracted form

long adjectives

on

Comparative adjectives can drive

negative


It’s more expensive than camping. It’s more comfortable.

Las páginas Grammar exercises van intercaladas cada una justo enfrente de la página de referencia gramatical correspondiente a cada unidad.

Grammar exercises

5 A barge / a car (slow)

95

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Vocabulary extension Esta sección usa fotos y dibujos para presentar vocabulario nuevo relacionado con el tema de cada unidad. Ese vocabulario está grabado para que los alumnos puedan escuchar las palabras y practicar la pronunciación.

Integrated skills UNIT

UNIT

62

Vocabulary extension

Integrated skills

Parts of the house

Asking for and giving directions 3

f

MAPS

c

b e

41 Listen to the dialogue and circle the correct answer.

From A [Parker Street] To B [West Monmouth School] Going by car 0.3 miles: 2 minutes

d j

g

Estas páginas tienen ejercicios de reading, writing, listening y speaking que refuerzan la sección Integrated skills del Student’s Book con la práctica en casa.

6

UNIT

k

i

A

Parker Street Go straight along Parker Street.

h l

Turn left onto Victoria Road.

a

Turn right and follow Mill Road. 1

26 Tick the words you know. Check the meaning of the other words. Listen and repeat.

roof floor fireplace garage

wall stairs chimney garden

To:

wall

a)

d) f)

g)

h)

i)

j)

k)

l)

3 Read the definitions and write words from exercise 1. The top outside part of a building 1 this structure separates rooms 2 you go up or down these 3 you open this to go in or out of a room 4 smoke from a fire goes up this 5 you can look out through these 6 the place to keep a car

My new house!

Subject:

roof

Your destination is on your right: West Monmouth School

Excuse me! Can you tell me how to get to Westwood Bank, please?

1 Read the directions and circle the correct answers.

It’s near the town (1) library / park.

The start point is West Monmouth School / Parker Street. 1 The directions are for going by car / walking. 2 The school is on Victoria Road / Benson Road. 3 It takes seven / two minutes. 4 It’s about 0.3 km / miles.

We’re finally living in our new house and it’s brilliant! There are wooden floors in every room, and there are lots of big (1) windows so there’s lots of light. In the living room there is a (2) , so we can have a fire in the winter. Dad’s happy because there is a big (3) where he can park his car and mum’s happy because there’s an enormous (4) with lots of trees and beautiful plants! My bedroom is amazing! Mum says I can decorate it, so I’m painting stars and moons on the (5) – it’s like the night sky. I have curtains on my windows and I also have a (6) with a chair where I can sit outside in the sun. I can’t wait for you to see it!

b)

c)

B

[email protected]

Hey Marie,

2 Look at the picture and complete a–l with words from exercise 1.

e)

Take the second right onto Benson Road.

4 Complete the email with the correct words from exercise 1.

ceiling windows balcony door

2

2 They are looking for the Museum of Modern History.

5 Complete the sentence so they are true for you. . .

3 In my bedroom there is

No, straight on and then turn right. Then go past the town (3) library / cinema. The bank is on the (4) left / right.

OK. Is it (5) far / near?

No – it’s about a (6) five / ten minute walk.

and

Excuse me! Can you tell me how to get to the park, please? The park? Let me think.

4 They must walk for about 10 minutes.

5 Practise your dialogue in pairs.

.

107

03/10/2013 11:25

No problem. Bye!

4 Give directions from your school to the park. Write a similar dialogue to the one in exercise 3.

3 The museum is past the park.

1 My favourite room in my house is because 2 I spend a lot of time in

439085_Pulse_WB1_pp102-110.indd 107

Go straight on along this road and then turn right onto Kings Road.

Oh, good! Thank you!

Jess

Ah, yes. I know where it is!

Straight on, then left?

Listen to Kate and Mark. Correct the sentences. 40

The museum is at 23 Old Bridge Road. The museum is at 32 Old Bridge Road. 1 The map is in the car.

Westwood Bank? Let me think.

Which (2) way / road is it?

116

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Writing reference Presenta un texto modelo sobre el tema de cada unidad, con anotaciones que indican a los alumnos lo que tienen que tomar en cuenta cuando hagan un trabajo escrito.

UNIT

Las páginas Writing task enseñan a los alumnos los pasos que deben seguir para planear, preparar y redactar sus textos en casa.

UNIT

6

62 UNIT

Writing reference

Writing task

Text type: An opinion essay

Writing an opinion essay In your opinion, is it better to live in a big house with a garden or a flat in the city centre?

In your opinion, is it better to go on holiday to the mountains or the beach? In my opinion, it’s better to go on holiday to the mountains. My family and I spend two weeks there every summer and I usually invite a friend. It’s more interesting than going to the beach. I go rock climbing and mountain biking. I like camping in the mountains because you have more freedom – you can stay in different places. Some people prefer the beach, but not me! I don’t like doing water sports because I think they’re more dangerous than mountain sports. The mountains are better! by Paul, 13

Use the expressions in my opinion / I think / I don’t think to give your opinion.

Step 1 Plan Use comparative adjectives to compare different things

Before you write, make some notes about the good points and bad points of each option. Complete the table below with your notes. Living in a house

Living in a flat

bigger

+ Use because to give reasons for your opinions

you need a car

–

Step 2 Write Write your first draft. Use your notes from Step 1 and the essay on page 130 to help you.

1

53 Listen and read the text. Then circle T (true) or F (false).

1 Paul goes to the mountains all summer. 2 He thinks holidays in the mountains are relaxing. 3 He likes camping because you stay in the same place. 4 He thinks mountain sports are dangerous. 5 He thinks water sports are dangerous.

T F T F T F T F T F

2 Connect the two sentences using because. 1 I like rock climbing. It’s exciting. 2 I travel by plane. It’s faster than by car. 3 They love the sea. They can swim very far! 4 My cousin lives in a caravan. He likes to travel.

3 Complete the text with the phrases in the box. because it’s more comfortable are more boring than dancing in the disco In my opinion because you can because they aren’t , it’s better to go on holiday (1) to the beach than to the mountains. It’s more interesting than going to the mountains go swimming and (2) kite surfing. I like staying in a hotel than camping. I like (3) or going to barbecues. (4) I don’t like doing mountain sports as exciting as beach (5) activities.I think mountain holidays beach holidays. You often (6) go camping in the mountains and I hate that!

USEFUL EXPRESSIONS

Step 3 Check

In my opinion, … I think / don’t think … It’s more … than … I (don’t) like … because … I also like it because … Some people prefer … , but not me!

Check your work. Check: opinion expressions: In my opinion, I think / I don’t think because to give reasons why comparative adjectives vocabulary for houses, places, facilities, transport I like / don’t like because … I like / don’t like + -ing Finally remember to always check your: grammar

vocabulary

spelling

Step 4 Write

5 We stay in hotels. They’re more comfortable than going camping.

Write your final copy in your notebook.

131

130

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External exam trainer EXAM

21


Reading: Choosing the correct answers

About the exam

Your exam preparation 1 Read the example question below. Which word shows that b) is the correct answer?

Step 1: EXAM TIP: Eliminate options that are not relevant

Example question Mum: What do you want for breakfast? Son: a) I’m having a shower. b) Some toast please.

Read the sentence and underline key words. Sometimes the correct answer contains similar words or even the same words. Then you can eliminate the other options.

Step 2:

2 Read the questions and answers in the Model exam below. Can any of the options be eliminated? Why (not)?

Step 3: Step 4:

Read again.

Check your answers.

Consider all the possible answers.

Now read all the questions and answers again and identify key words. Then decide if any options can be eliminated.

2

Read the conversations again.

Choose the most likely answers.

3

EXAM TIP: Check your answers Always check your answers again. Read the conversations to yourself. The conversations must make sense and be logical.

True or False reading test

c) Why don’t you jump around? 2

4 Read the conversations and choose the correct answers.

This means the boy feels ill. The best answer option here is option a).

My grandmother has three dogs and two cats.

1

How are you?

a) I’m a student. b) I’m fine, thanks. c) I’m 13 years old.

2

Did you bring your homework?

a) Yes, I left it at home. b) Yes, here it is. c) Yes, I always do it in the library.

3

You’re late.

a) Sorry. It’s too early. b) Sorry. I hope so. c) Sorry. The bus arrived late.

4

I don’t know where your book is.

a) Oh good! b) Don’t worry about it. I don’t need it. c) That’s terrible!

a) Really? That’s terrible! b) Really? That’s a lot of animals! c) Really? She mustn’t like animals.

a lot here means many and refers to the number of animals she has. Option b) is the best answer.

‘mustn’t’ means must not. She has many animals, so this means she likes them. This option can be eliminated.

140


An informal email

a) Why don’t you go to bed? b) Why don’t you wash your hair?

En la página Your exam practice los alumnos ponen en práctica las estrategias de examen aprendidas.

4

5

3 Read the conversations and choose the correct answers. 1 I feel terrible, my head hurts.

El Model exam les ofrece un claro ejemplo de pregunta y un modelo de respuesta.

Understand the situation.

Read the conversations in Your exam and think about these things: What are the people talking about? What words would you expect in the answers?

Open cloze test

c) I always eat breakfast before I go to school.

Your exam practice

Choosing the correct answers You read part of a conversation and choose the correct response. This tests your ability to understand written English.

Choosing the correct answers

Esta sección del Workbook prepara a los alumnos para las pruebas de reading y writing típicas de los exámenes externos.

Los Exam tips les proporcionan consejos y técnicas que los ayudan a responder con éxito las preguntas de los exámenes.

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03/10/2013 13:55


03/10/2013 13:55

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Curso Digital Pulse Live! El Curso Digital Pulse Live! está disponible en versiones para el profesor y para el alumno, proporcionando soluciones digitales personalizadas adecuadas a las distintas tecnologías habilitadas en los entornos de aprendizaje. Es un curso digital compatible con todos los dispositivos electrónicos, incluidas las pizarras interactivas. La versión para el Profesor es un material completo que reúne en un solo paquete las versiones digitales de todos los componentes de Pulse para su comodidad. El curso contiene: • Una versión digital completamente interactiva del Student’s Book con funciones de audio y vídeo integradas, y las respuestas para facilitar la corrección en clase. • Una versión digital completamente interactiva del Workbook, con audio integrado y con las respuestas para ayudar a corregir las actividades en clase • Un Markbook para consultar las calificaciones de los alumnos y controlar sus progresos a lo largo del curso

Recursos adicionales para los alumnos Macmillan Secondary Student’s Website

Esta web les propociona centenares de actividades con las que practicar los contenidos del Student’s Book. Hay ejercicios de gramática, vocabulario, reading, writing y listening. Pueden hacerlos en casa o en el centro y sus resultados siempre se grabarán en el markbook del profesor. La web permite que alumnos y profesores puedan hacer un seguimiento del trabajo en línea. La dirección es www.macmillansecondary.com

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• Vídeos interactivos de los diálogos propuestos como modelo en las páginas Integrated skills del Student’s Book, para que los alumnos vean y oigan el inglés funcional que se habla en la vida real • Culture videos y worksheets que complementan cada unidad del Student’s Book • Un Vocabulary trainer que ayuda a los alumnos a aprender y practicar el vocabulario esencial del Student’s Book • Materiales del Teacher’s Resource File • Materiales del Test and Exams Pack • Notas para el profesor • Transcripciones de los audios de todos los componentes También hay versiones digitales del Student’s Book y el Workbook para el alumno, y todos los alumnos que utilicen la edición impresa del Workbook tienen además acceso a los materiales digitales interactivos. En todos los cursos digitales hay enlaces al markbook del profesor para facilitarle las tareas de corrección y evaluación.

Macmillan Dictionary Online

DICTIONARY

Es un diccionario gratuito que proporciona la definición clara de cada palabra, grupos de palabras relacionadas y cuadros con sinónimos muy útiles, además de información gramatical, oraciones de ejemplo, frases comunes y grabaciones con la pronunciación de las palabras en inglés británico e inglés americano. El Diccionario Macmillan en línea también ofrece herramientas y recursos innovadores que los profesores pueden utilizar en la clase, como e-lessons y language games. Los alumnos pueden también usar esta web como material de estudio para ganar más confianza en sí mismos cuando hablen en inglés. Por ejemplo, pueden practicar los verbos irregulares y los phrasal verbs con unos juegos interactivos que son un excelente complemento a lo que han aprendido en clase. La dirección es www.macmillandictionary.com

Materiales de Pulse para los profesores Teacher’s Book

1

Teacher’s Book

Tim Bowen

Contiene todo lo necesario para trabajar con Pulse en clase sin ningún problema.


ISBN 978-0-230-43922-1

Multi-ROM

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En cada unidad hay una vista general muy clara de sus contenidos y objetivos, unas completas notas didácticas, las respuestas a los ejercicios y las transcripciones de audio. También se detallan los objetivos de cada lección, hay notas culturales y sobre aspectos lingüísticos, y actividades para fast finishers. El Teacher’s Book incluye asimismo todos los materiales de referencia del Student’s Book y las respuestas del Workbook.

Teacher’s Resource File Multi-ROM 1


1

Includes • Pulse Basics • Vocabulary and grammar worksheets • Translation and dictation worksheets • Key competences worksheets • Key competences evaluation grids • Culture and CLIL worksheets • Culture video worksheets • Digital competence worksheets • Macmillan Readers worksheets • Answer keys for each section

El Teacher’s Resource File contiene una gran cantidad de recursos fotocopiables para reciclar y practicar lo aprendido, mejorar las destrezas y evaluar a los alumnos. Entre tales recursos, hay soluciones para atender a la diversidad en el aula, materiales de CLIL, hojas de evaluación muy detalladas y worksheets para desarrollar la competencia digital.

Class Audio CDs

El Multi-ROM contiene todos los materiales del Teacher’s Resource File en formato Word para poder editarlos, y las grabaciones de audio correspondientes.

Todas las grabaciones del Student’s Book se proporcionan en tres CD de audio que incluyen las listas completas de lo que hay en cada pista.

Tests and Exams Pack Tests and Exams Multi-ROM

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• Un test de diagnóstico sobre las competencias clave que se puede usar para averiguar el nivel de lengua que tienen los alumnos al empezar el curso • Tests en tres niveles de dificultad: básico, estándar y alto. Cada nivel cuenta con: un test de aptitud nueve tests de progreso tres tests trimestrales un test de fin de curso • Las respuestas, grabaciones y transcripciones de audio de todos los exámenes.

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CEFR Skills Exam Generator Multi-ROM

ISBN 978-0-230-47254-9

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Tests and Exams Multi-ROM

ISBN 978-0-230-43921-4

Este Multi-ROM contiene los siguientes exámenes, en formato Word para poder editarlos y en formato PDF:

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CEFR Skills Exam Generator Multi-ROM El Tests and Exams Pack incluye el CEFR Skills Exam Generator Multi-ROM para que los profesores puedan diseñar a su conveniencia tests con los que evaluar las destrezas de sus alumnos. Cubren los niveles A1+/A2, A2, A2+ y B1/B1+ del Marco Común Europeo de Referencia con ejercicios de reading, writing y speaking típicos de los exámenes externos.

xi

Teacher’s Book Contiene todo lo necesario para que los profesores saquen el máximo partido posible de todos los materiales de Pulse. Cada unidad empieza con un Overview a doble página dividido en: Objetivos y competencias clave, Contenidos lingüísticos, Destrezas, Destrezas para el aprendizaje permanente, Evaluación, External exam trainer, Materiales digitales, Competencia digital, Materiales de refuerzo, Materiales de ampliación y Teacher’s Resource File.

home sweet home

UNIT

Lifelong learning skills

Evaluation

Self-study and self-evaluation

• Unit 6 End-of-unit test: Basic, Standard and Extra • End-of-term test, units 4–6: Basic, Standard and Extra • CEFR Skills Exam Generator

• Study guide:

Student’s Book page 71

• Progress check and

self-evaluation: Workbook pages 54–55

Unit objectives and key competences In this unit the student will learn …

In this unit the student will learn how to ...

• understand, memorize and correctly use words • identify specific information in an online article for furniture CLC CMST

CLC DC CAE

• understand, memorize and correctly use words • look for information about unusual homes CLC for places to stay CLC CMST CAE

DC CAE CIE

• understand and correctly use grammar

structures related to comparative adjectives and draw parallels to L1 CLC L2L • understand and correctly use grammar structures related to possibility, permission, obligation and prohibition CLC • about the lifestyle of travellers in Ireland CLC CMST SCC CAE • about homes in the UK by watching a short video CLC CMST CAE

about holidays CLC SCC CAE

• speak about their domestic routines CLC SCC • write an opinion essay CLC CMST CAE • read a map for directions, listen to a

conversations about directions and ask for and give directions CLC SCC

Linguistic contents

Skills

Main vocabulary

Reading

• Furniture: wardrobe, mirror, shelf,

Workbook pages 94–95

• Wordlist:

Workbook pages 151–157

Learning strategies and thinking skills

• Reading for general information • Listening for specific information • Speaking skills: using polite language

Cultural awareness

• Travellers in Ireland • Comparing the life of Irish

travellers with groups in students own countries

Cross-curricular contents

• Geography: mega-cities • ICT: searching the internet for information

• Language and literature:

• Read an online article about a dream house • Read a text about travellers in Ireland • Read directions to an address

etc • Places to stay: tent, caravan, log cabin, etc

conventions for writing an opinion essay

Writing: Interaction and production

• Write a personalized dialogue • Write an opinion essay in three steps: plan, write, check

Grammar

• Comparative adjectives: bigger than • Modal verbs: can / can’t, must / mustn’t

Listening

• Listen to a conversation about holidays • Listen to people asking for and giving directions • Prepare to listen for important information in

Functional language

• Asking for and giving directions

Spoken interaction

• /ə/ • Contractions: can’t and mustn’t

• Exchange information about domestic habits Spoken production

• Prepare and act out a dialogue about giving directions


• Listening: Multiple-choice pictures Digital material Pulse Live! Digital Course including:

• Interactive grammar tables • Audio visual speaking model: Asking for and giving directions

• Audio visual cultural material: Homes in the UK

Student’s website

Digital competence

• Web quest: Researching the PAS house • Digital competence worksheet: Writing tools Reinforcement material

• Basics worksheets, Teacher’s Resource File pages 35–40 • Vocabulary and Grammar: Consolidation worksheets, Teacher’s Resource File pages 23–24

Key competences ompetence in linguistic C communication CMST Competence in mathematics, science and technology DC Digital competence L2L Learning to learn SCC Social and civic competences SIE Sense of initiative and entrepreneurship CAE Cultural awareness and expression CLC

conversations

Pronunciation

Al principio de cada lección se detallan de forma clara los objetivos de aprendizaje, proporcionando un útil resumen del vocabulario y la gramática que se van a explicar y de las tareas que van a realizar los alumnos.

• identify specific information in a conversation

• Grammar reference and practice:

Los cuadros Language note aportan información extra sobre pronunciación, vocabulario o gramática. Pueden dar la definición de una palabra o frase difícil, o su transcripción fonética; o explicar con más detalle un punto gramatical o un uso idiomático del inglés.

Extension material

• Fast-finisher activity: Student’s Book page 63 • Extra activities: Teacher’s Book pages T66, T68 • Vocabulary and Grammar: Extension worksheets, Teacher’s Resource File pages 25–26


• Translation and dictation worksheets pages 7, 17 • Evaluation rubrics pages 1–7 • Key competences worksheets pages 11–12 • Culture and CLIL worksheets pages 21–24 • Culture video worksheets pages 11–12 Baseline • Digital competence worksheets pages 11–12 • Macmillan Readers worksheets pages 3–4

Los cuadros Culture note proporcionan un contexto cultural más amplio a los profesores y les brindan información útil para responder preguntas que podrían hacer los alumnos sobre las personas, lugares o hechos citados en el Student’s Book.

U6

Vocabulary and Speaking At home

UNIT

3

Lesson objectives THINK ABOUT IT

Vocabulary and Speaking 1


Possible answers bathroom – shelf, cupboard, mirror bedroom – chair, wardrobe, table, bed kitchen – chair, shelf, cooker, fridge, cupboard, sink, table living room – desk, chair, shelf, lamp, mirror, sofa, armchair dining room – chair, cupboard, mirror, table

Las actividades de calentamiento (Warmer) opcionales, breves y prácticas, preparan a los alumnos para la lección.

Warmer Play a spelling game. Choose six objects in the classroom and mix the letters of each word up. Write the words on the board with the letters in the wrong order, eg r o p e c t u m (computer). Put the class into teams of three. The first team to unscramble all the words and spell the six objects correctly wins.


Exercise 2

2 Which of the things in exercise 1 are in each of these rooms in your house? bathroom bedroom kitchen living room dining room bathroom: sink, toilet, bath, … 3 Read the competition information. Find words that match these definitions. 1 The place where you put your clothes. 2 A table where you study. 3 You can put your books here. 4 You can see yourself in this. 5 A small light. 6 The piece of furniture you sleep on. 4 Imagine you enter the competition. Complete the sentence with your ideas.

Give your bedroom a completely new look in this month’s great competition.

Think about it

The prize includes: • fantastic new furniture (bed, desk, wardrobe …)

Explain that a home can be a house or a flat (or apartment). Remind students that when we ask the question What is ... like?, we are asking for an opinion, eg It’s nice. It’s great. It’s OK. Students work in pairs and discuss what their home is like and if their bedroom is different from the ones in the pictures. Listen to their ideas as a class.

• fabulous accessories (lamp, mirror, shelves …) £2,000 • new technology worth …) (computer, music system



1

EXPRESS YOURSELF

Exercise 3

• • •


1 wardrobe 2 desk 3 shelf / shelves 4 mirror 5 lamp 6 bed


•

I usually relax in my bedroom. 6 Work in pairs. Ask and answer questions about the activities in exercise 5.

• • •

definitions. They compare answers in pairs. Check answers as a class. Check that they understand all the vocabulary, eg a new look (a completely new appearance), worth £2,000 (with a value of £2,000) and point out that the plural of shelf is shelves. Students write a short paragraph (no more than 50 words) beginning My perfect bedroom is ... Encourage them to use some of the words from exercise 1. Students read out their paragraphs to the class.

EXPRESS YOURSELF

5

• •

6

• • •

Students work individually and write sentences saying where they do each activity using the names of rooms from exercise 2. Make sure they understand chat (to talk in a friendly way). If necessary, ask them to translate it into their language.

Los cuadros Extra activity contienen ejercicios adicionales para los alumnos que terminan las tareas del Student’s Book antes que los demás. Por tanto, ayudan a tratar la diversidad en el aula.

Nominate two students to read aloud the example question and answer. Students work in pairs and ask and answer questions about where they do the activities in exercise 5. Listen to some pairs as a class. Vocabulary extension: Workbook page 107

In compound nouns, the first word almost always carries the main stress, eg wardrobe, cupboard, armchair.


9780230429697_Pulse_06.indd 62

4

2.25 Play the CD. Students listen to the words and repeat them. Highlight the silent p in cupboard /ˈkʌbəd/. Elicit which things in the word pool students can see in the pictures. Check answers as a class. Make sure students understand all the words, eg sink (where you wash yourself or the dishes).

Students read the information about a competition to win your perfect bedroom and the definitions.

Language note


62

• • •

they do activities

At home Exercise 1 shelf, lamp, table, bed

•

• They find the words which match the

In this lesson students will:

• l earn vocabulary for rooms • l earn vocabulary for furniture • a sk and answer questions about where

What’s your home like? How is your bedroom different from the pictures?

2

29/08/2013 17:01

• • •

Students categorise the words in exercise 1 by matching them with the rooms. They compare their answers in pairs. Check answers as a class. T 62

Teacher’s Resource File Con 290 páginas de materiales fotocopiables, claves de respuestas y transcripciones de audio, el Teacher’s Resource File de Pulse proporciona todas las worksheets y los recursos extra necesarios para que los alumnos aprendan inglés de una forma plena y llena de sentido.

Además, todos los materiales están incluidos en el Teacher’s Resource Multi-ROM en formato Word para poder editarlos atendiendo a las necesidades de cada clase. El Teacher’s Resource File está dividido en secciones para facilitar su uso. Las claves de respuestas se encuentran detrás de las worksheets de cada sección.

Pulse Basics

Vocabulary and Grammar Consolidation and Extension

PULSE BASICS

PULSE BASICS

UNIT

6

At home

sofa armchair table shelves bed desk chair wardrobe lamp toilet sink mirror bath cooker fridge cupboard


4 b 3 f

6 d

• we use the comparative form of adjectives to compare one thing with another

5 c

2 w

My sister’s bedroom is tidier than mine. • Adjectives have different comparative forms:

1 l 7 c

8 c

10 s

12 t

11 m

9 a

2 Complete the sentences with the words in the box.

I’ve got a

in my bedroom. It’s got my

15 t

3 Look at the furniture words in the box. Write the words next to the definitions.

1 All my clothes are in my w

.

1 You look in it when you want to see what you 2 You put things in them. There are a lot of these

in every room in her house!

3 Let’s sit on the s

bed

look like. m

2 My aunt has got lots of books. There are together and watch

TV.

in the kitchen. c 3 You cook food on this. It’s in the kitchen.

c 4 It’s comfortable. It’s in the living room. One

4 Your hands are dirty. Go and wash them in the

s

14 b

It’s comfortable. You sleep in it.

computer on it.

s

13 s

armchair bed cooker cupboards mirror

desk shelves sink sofa table wardrobe

desk

person sits on it. a

and chairs in the

dining room.

4 Complete the sentences so they are true for you. armchair bath bed chairs cupboards desk toilet

Photocopy me!

• they have one syllable and we add -er to make the comparative form of the adjective David is taller than Mike.

chair

Irregular adjectives

cooker cupboard

bad – worse

1 5 7 8 9 11

• one-syllable adjectives with a short vowel followed by a consonant -t, -d, -g, -m and -n, double the consonant to make the comparative form sad – sadder

hot – hotter

Prepositions of place • we use prepositions of place to describe where things are

desk fridge 1

sofa table

3

8

4

5

6

7

2 Look at the pictures. Find ten words in the wordsquare.


3 Circle the correct words. Last year we stayed in a hotel / tent in London. It was wonderful with a very comfy bed and a buffet breakfast. 1 We go on holiday in a tent / caravan. It’s cheaper than staying in a hotel, but not as uncomfortable as camping. 2 This summer we’re going to rent a villa / farm in Spain. It’s near the beach and has a swimming pool. 3 They stayed on a farm / lighthouse over the summer. The children loved it. They fed the animals and picked fruit. 4 I want to rent a log cabin / castle this summer and explore the woods and lakes nearby. 5 My parents stayed on a mobile home / barge at Easter. They travelled down the canal for a week and had a great time.

• after can we use the verb without to Text Pulse © Macmillan Publishers Limited 2014

Pulse 1 - revised finals 26/09/13

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hotel lighthouse

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log cabin

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Photocopy me!

hotel is a place where people stay A when they go on holiday. 1 A is an old building that might have a tower or a dungeon. 2 A is a tall building with a light that shows sailors where the rocks are. 3 A is a long boat that you can sleep on. 4 A is a place where you can stay for a low price. You usually have to share a room. 5 A is a mobile house that you pull behind your car. You can sleep in it at night. 6 A is something you need when you go camping. 7 A is a house that you can rent for a week or more for a holiday. 8 A is something in between a caravan and a house. 9 A is a place in the country where you can find animals or crops.

Places to stay

10

11

Workbook fotocopiable de 66 páginas para los alumnos de menos nivel —una solución ideal para atender a la diversidad. Incluye un repaso del vocabulario y la gramática del Student’s Book, actividades de reading y writing, una sección de consulta y la clave de respuestas.

xii

7 2

3 Use the words from exercise 2 to complete the definitions.

I need a new cooker . The one I’ve got keeps burning the food. My mum has got a new three-seater for the living room. It’s purple! The in the bathroom needs cleaning. I can’t see myself in it! This is very comfortable. I could sit here all day. The dining room has got a lot of food on it. I hope you’re hungry! I must clean the in the kitchen before I put the shopping away. James is working at his . He’s got a lot of homework tonight. The light isn’t very good in here. The isn’t very bright. I need to sort out my clothes before I buy any more. I don’t have any space in my at the moment.

S 9

Places to stay

23


4 5 6

8

wardrobe

farm

Photocopy me!

1

toilet

castle

• the negative form of can is can’t (cannot)

3

castle

7

caravan

in my bathroom.

2

6

sink

barge

3 There’s a

1

5

shelf

You can stay for three weeks. We can’t visit the shop on Sunday. It’s closed. • we use the same form for all subject pronouns

aeltcs erbga fmra ivlal ntne ohyut tehols sgtuelhoh varcana

3 4

• we use can to talk about possibility and (lack of ) permission

can

L 2A M P

mirror

apartment

in my bedroom.

Across You use this to help you see when it’s dark. You use this to sit on. You keep things in this. There are lots in the kitchen. You use this to heat food. You sleep on this. You usually find this in the living room. Two or three people can sit on it.

Down 2 This is a comfortable seat for one. 3 You keep clothes in this. 4 You find this in the kitchen or dining room. You eat your food on it. 6 You use this to look at yourself. 10 You do your homework on this.

lamp

Spelling rules

in my living room. in my kitchen.

1 Complete the sentences.

bed

• good and bad are irregular adjectives and they have a different comparative form

big – bigger

At home

2 Order the letters and label the pictures.

Vocabulary

bath

6

Places to stay

1 Read the clues and complete the puzzle.

• we use the same form for all subject pronouns after must / mustn’t we use the verb without to

armchair

VOCABULARY EXTENSION

UNIT

At home

At home

1 There’s a

Text Pulse © Macmillan Publishers Limited 2014

You mustn’t run in the classroom.

A hotel is more expensive than a youth hostel.

good – better

6

You must wear a uniform at this school. • we use mustn’t for prohibition

• they have more than one syllable and we add more + the comparative form of the adjective

VOCABULARY CONSOLIDATION

UNIT

• we use must for rules, regulations and obligations

Long adjectives

2 There’s a 4 There are some 35

Short adjectives

My bed is opposite the door. The library is next to the café.

.

5 We’ve got a new t

6

must

Grammar

1 Label the pictures with the words in the box.

sofa

UNIT

Study guide

Vocabulary 1


25

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Hay dos worksheets de consolidación y dos de ampliación para cada unidad con el fin de repasar y practicar todo el vocabulario y la gramática del Student’s Book. Pulse 1 - revised finals 26/09/13


Translation and Dictation

Photocopy me!



16

Photocopy me!

1

Photocopy me!


PULSE_TRF1_Section_I_signoffs.indd 1

Understands key information from Understands very Understands a little Understands some of Understands the contemporary fiction which is short, well little or none of the of the key the key information most relevant structured and contains a plot and characters key information from information from from contemporary information from which can be easily followed. For example, contemporary fiction. contemporary fiction. fiction. Can identify contemporary fiction for teenagers. key characters and fiction with minimal answer basic difficulty. Can answer questions. general and more detailed questions about contemporary fiction.

Understands specific information from web pages and other reference material with minimal difficulty. Is able to answer general and detailed comprehension questions correctly. Understands some of Understands most of the specific the specific information from web information from web pages and other ref- pages and erence material, but other reference with difficulty. material. Is able to answer general questions. Understands very Understands specific information from web little or none of the pages or other reference material which is specific information structured clearly and relates to academic from web pages or vocational topics, or topics of personal and other reference interest (e.g. curricular subjects, music, a city, sport). The students can re-read difficult material. parts if necessary.

4

Understands the main ideas of journalistic texts without significant difficulty. Can answer general and specific questions. Understands little or none of the main ideas of journalistic texts. Understands the main ideas of short journalistic texts in any format. The student is guided by numbers, names or illustrations to aid understanding.

3 2

Understands some of the main ideas of journalistic texts but with difficulty.

1 Learning outcomes: Reading

Understands the main ideas of journalistic texts but with some difficulty. Can answer general comprehension questions.

Understands the most important points of the correspondence with minimal difficulty, including formal conventions. Can answer detailed comprehension questions. Can answer basic comprehension questions.

Understands some of Understands many the key points of the key points of the correspondence but correspondence but with considerable with some difficulty. difficulty. Understands some formal conventions.

Today, the children in Park High School aren’t playing football. They’re playing Australian rules football. I think it’s easier than football. Each team must have 18 players and they kick and pass the ball. They can hold the ball, but they can’t throw it. One boy is hitting the ball with his hand. You can hit it with any part of your body. Now, a boy is kicking the ball between the posts. It’s a goal!

Understands little Understands key points of formal correspondence. The correspondence should or none of the most important include information about topics of interest in either a personal, academic or vocational points of the correspondence. context (e.g. about a language course).

Revision

Sri Lanka is an island near India in the Indian Ocean. It’s very popular with tourists. There are some fantastic beaches with white sand and beautiful blue sea, and there are a lot of hotels. Colombo is a city where there are some fantastic restaurants and big shopping centres. But Sri Lanka is really famous for its beautiful landscapes. There are forests, mountains and rivers. Are there any ancient cities? Yes, there are. Is there lots of traffic? No, there isn’t. It is a relaxing place where you can get close to nature.

Revision

Understands some of Understands the correspondence most of the but with considerable correspondence but difficulty. with some difficulty. Can answer general questions.

2.31

Is unable to Understands the gist Understands the Understands the gist understand the main and some of the main gist and the main and the main points points and little or points but with points but with some correctly and without none of the gist. significan difficulty. difficulty. Can answer significant difficulty. general questions Can answer general about the topic. and more specific questions correctly.

1 How many vegetables do you eat every day? 2 How much protein is there in a chicken salad? 3 How many calories are there in this slice of cake? 4 How much milk is there in the fridge?

1 You mustn’t run next to the swimming pool. _____________________________________ 2 We must take the bus into town. ______________________________________________ 3 They mustn’t jump off the barge. ______________________________________________ 4 We mustn’t use our mobile phones by the pool. __________________________________ 5 Tessa must stay in the log cabin. ______________________________________________ 6 I mustn’t forget to take the tent. _______________________________________________

Is able to Understands personal correspondence (in any format) in which the student talks about understand little or none of the him/herself; describes people, objects and correspondence. places; or describes past, present or future events, real or fictional, and which expresses feelings or opinions about familiar topics.

3

How much ...? How many ...?

2

2.30

must / mustn’t

Understands the gist and the main points from clear and simple advertisements, from magazines or the internet, which are related to a familiar topic (personal, academic or vocational).

4

Is there ...? Are there ...?

1 Are there any hotels in your town? Yes, there are. 2 Is there a supermarket near here? No, there isn’t. 3 Are there any apples in your bag? No, there aren’t. 4 Are there any parks on your street? No, there aren’t. 5 Is there any water on the table? Yes, there is. 6 Are there any museums here? Yes, there are.

Guests can use the swimming pool. ____________________________________________ We can’t stay in the caravan. It’s too small. ______________________________________ They can’t feed the animals on the farm. ________________________________________ I can’t drive to the hotel. The road is closed. _____________________________________ We can rent this villa for $500. ________________________________________________ He can swim in the sea by the hotel. ___________________________________________

Understands the orrespondence with minimal difficulty and can respond to questions appropriately.

Result

There is / There are + a / an, some and any

There is a cinema in my town. There are some nuts and crisps. There isn’t a Chinese restaurant. There are two ice creams. There aren’t any shops on my street. There isn’t any yoghurt.

2.29

can / can’t

Result

Student’s Student’s namename

Understands some of Understands most of Understands and the instructions but the instructions but follows the with difficulty. with some difficulty. instructions with minimal difficulty and is able to do the task.

2.28

1 2 3 4 5 6

1 His rucksack is next to the table. ______________________________________________ 2 The sofa is opposite the television. ____________________________________________ 3 The dining room is between the kitchen and the living room. _______________________ __________________________________________________________________________ 4 The book is behind the sofa. __________________________________________________ 5 My books are in my bag. _____________________________________________________ 6 The café is in front of the castle. _______________________________________________

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There is / There are: affirmative and negative

1 There’s a sports centre on my street. 2 There are two supermarkets near here. 3 There isn’t a library in my town. 4 There aren’t any apples in that shop. 5 There’s some milk on the table. 6 There are some potatoes in the kitchen.


7

5

1

2.27

1 Joe’s room is tidier than Rick’s. ________________________________________________ 2 This hotel is more expensive than that one. ______________________________________ 3 The castle is much older than the lighthouse. ____________________________________ 4 This sofa is more comfortable than the old one. __________________________________ 5 I don’t think the dining table is bigger than the kitchen table. _______________________ __________________________________________________________________________ 6 Ben’s boots aren’t as dirty as Dan’s. ____________________________________________

UNIT

Is unable to understand much or any of the instructions.


1 2 3 4 5 6

Evaluation rubrics

DICTATION

With the help of visual aids, understands instructions about the way electronic appliances or machines work, or safety instructions (e.g. in a school, public place or leisure centre).

6

Learning outcomes: Reading

TRANSLATION

UNIT

2


10/02/2014PULSE_TRF1_Section_I_signoffs.indd 15:37 2

10/02/2014 15:37

Los ejercicios de traducción y los dictados están ligados a cada unidad. Los dictados están grabados en el Dictations Audio CD.

Las rubrics son herramientas para evaluar a los alumnos en las cuatro destrezas y medir sus progresos. Se centran en estándares de aprendizaje que han trabajado en clase, como escribir una carta formal o hacer una presentación oral, e incluyen criterios de evaluación que muestran lo que los alumnos saben hacer realmente.

Key competences worksheets

Culture and CLIL worksheets



KEY COMPETENCES WORKSHEET

UNIT

6

Reading

KEY COMPETENCES WORKSHEET Writing

UNIT

6

Key competences

Key competences

Key competences

C1 Competence in linguistic communication C3 Competence in knowledge of and interaction with the physical world C6 Artistic and cultural competence



Fun in Madrid

6

Key facts

The Parque de Atracciones This is Madrid’s main amusement park. There are lots of exciting rides, including a water ride and a roller coaster ride. There are also some great cafés and restaurants, street theatre and puppet shows, so you can spend the whole day here! The Retiro Park In Retiro Park, there’s a lake where you can go out in a rowing boat. There are also free concerts, puppet shows and plays, as well as lots of places to eat. I often play football here with my friends and sometimes we ride our bikes through the park.

Language: Irish Gaelic 1 How many languages can you speak? Can you say anything in Irish Gaelic? Read about the Irish Gaelic language. There are two languages spoken in Ireland: English and Irish Gaelic, or Gaeilge. This is the first official language and it is used by half a million people as their mother tongue. It is also one of the official languages of the European Union and almost 2 million people around the world speak Gaeilge. It is a Celtic language and is similar to Scottish Gaelic, Welsh and Breton, which is spoken in the northwest of France. Its alphabet is similar to English. In Ireland there are Gaeilge-language newspapers, radio stations and television shows and school students have to study the language. Traffic signs and notices in shops appear both in English and Gaeilge. It is also one of the oldest languages in Western Europe.

Dublin

Viking village and is now one of the world’s most important cities.

4 You are going to write a short tourist guide about where you live for the school magazine. Look at the notes. Make notes and write a paragraph of 80 to 100 words.

Santiago Bernabéu Do you like football? One of my favourite places is the Real Madrid football stadium, the Santiago Bernabéu. You can go on a tour and visit the President’s Box, the players’ dressing room and the Trophy Room.

1 Read about Dublin.

5

Madrid Zoo Madrid Zoo has over 3,000 animals. My favourites are the giant pandas. There are only nine giant pandas in Europe, and two of them are in Madrid. I also love the dolphin show. It’s amazing! Children can visit the animals in the Little Farm and you can eat in one of the zoo’s cafés or restaurants.

What can you see or do there?

Places a museum / gallery palaces / castles / a cathedral a park restaurants / cafés a zoo a department store / market

I hope you visit Madrid soon!

2 Answer the questions.

3 Complete the sentences.

1 Where can you go on a roller coaster ride?

2 Where does Ramón play football with his friends?

1 You can see an amazing dolphin show at . 2 There are giant pandas in Madrid Zoo. 3 There is an exciting water ride at . 4 You can go on a tour at .

3 Where is there a lake?

4 Name two places you can see a puppet show.

Dublin is on the River Liffey. The bridges across the river are beautiful and include Ha’penny Bridge. There are also bridges named after famous authors from Dublin, such as the Samuel Beckett Bridge and the James Joyce Bridge. As well as walking along the river, you can go rowing or you can participate in the annual Liffey Swim, a swimming race in late summer.

1.07 Listen to a radio interview about a sports programme and circle the correct answers.

1 The radio interviewer is in … a) Cambridge. b) London. c) Brighton. d) Oxford. 2 There are … different sports in the Street Sport programme. a) three b) four c) five d) six 3 The children are playing … a) dodgeball. b) street soccer. c) skater hockey. d) touch rugby. 4 The sport they’re playing is … a) exciting. b) boring. c) dangerous. d) amazing. 5 There are also … in the summer. a) dance shows b) singing lessons c) dance lessons d) musical shows 6 The programme is … a) in a shopping centre. b) in different parts of the city. c) outside. d) in a sports centre.

Cultural Dublin Dublin’s cultural district is called Temple Bar. It is on the south side of the River Liffey and it is very popular with tourists and young people. It has many shops, art galleries and restaurants. Every Saturday, Temple Bar has the Cow’s Lane fashion and design market, where shoppers buy unique designer clothes.

Important places Places of interest include Dublin Castle and the Áras an Uachtaráin. This is where the Irish president lives and it is similar to the White House in Washington DC.


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TEST YOUR MEMORY! • When is the Liffey Swim? • What is the name of the district popular with young people? • Which building is similar to Washington’s White House?

TASK Describe what’s happening in Temple Bar. Ask your teacher for instructions.

1 What is the name of the river in Dublin? 2 Name one of the famous bridges on the river. 3 What event happens in the river in late summer? 4 Name three activities you can do on, or by, the river.

WEB QUEST Find out which famous musicians are from Dublin. What types of music do they play?

3 Look at the pictures. Label the map of Temple Bar in Dublin. art gallery cinema restaurant River Liffey shop

2 Look at the Irish Gaelic names and their pronunciations. Practise saying them. Then circle T (true) or F (false). Irish Gaelic name Ciara Siobhan Pádraig Niamh

WEB QUEST Find more information about the Irish Gaelic alphabet.

3 Match the English names with their Irish Gaelic names.

1

2

3

4

5

2 3

2

3

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21

How is the alphabet of Gaeilge different to the English alphabet?

Do the Find out activity. Then circle T (true) or F (false). 1 The Irish Gaelic alphabet hasn’t got the letters: j, k, q, w, y, z. T F 2 Some letters have accents, eg á. T F 3 The letters have the same pronunciation in English. T F 4 Some letters are silent. T F

4

12

FIND OUT:

phonetic pronunciation Kee-ra Sha-vawn Paw-rig Neev

5

1

1 Photocopy me!

6

River Liffey

Every year, thousands of tourists love visiting the wonderful Prado Museum, the Reina Sofía and the Royal Palace in Madrid. But there are also lots of exciting places for young people to have fun, too. Read my online guide to Madrid and find out.

11

CLIL WORKSHEET

UNIT

Go online!

• Dublin is the capital of the Republic of Ireland. • Its population is about 506,000. • Dublin was originally a small

1 Read Ramón’s online guide to Madrid. Which places would you like to visit?

Language Cities Countryside Culture Food People

CULTURE WORKSHEET

UNIT

Dublin

Listening

4

Rose

Patrick

Lucy

Neil

Sarah

a) Pádraig

b) Saraid

c) Niall

d) Rós

e) Luseach

5 23


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Las hojas de trabajo sobre las competencias básicas proporcionan más práctica de las destrezas de reading, writing, listening y speaking mediante actividades en parejas. Cada worksheet indica claramente la competencia que se trabaja en ella.

Hay una worksheet de cultura y otra de CLIL por unidad. Las de Cultura tratan de ciudades de países de lengua inglesa y llevan ejercicios de comprensión sobre datos de interés cultural e histórico. Las de CLIL relacionan temas culturales con otras áreas del currículo escolar. Hay Teacher’s notes con ideas sobre cómo usar estos materiales en clase.

Culture video worksheets

Digital competence worksheets



CULTURE VIDEO WORKSHEETS

UNIT

6

CULTURE VIDEO WORKSHEETS

Homes in the UK Before you watch

1

First viewing

A 3

4 5

F

6 7

M


S

Down 2 A home which is a small part of a larger building (US English). 3 A traditional home which stands alone or in a street with others. 4 A home which floats on a river or canal. 5 A home which is a small part of a larger building (British English). 2 Circle the correct words. a The UK has a population of around 10 / 60 million people. b London is the smallest / largest city in the UK. c Most people in the UK / London live in houses. d The river in London is called the Thames / Medway. e Some people live in lighthouses / houseboats.

11

d What did it do last year which Pete thought was beautiful?

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a Pete lives on the Thames / Tyne river. b There is a long / no road to his home. c In summer / winter it can get very cold on Pete’s boat. d Pete likes to sit and eat on his roof / terrace in summer. e When it’s really hot, Pete goes fishing / swimming.


a It’s only two metres wide. b Pete lives on a narrow boat on the Thames. c In winter it can get really cold. d Last year it snowed and it was beautiful. e There is no street lighting at night. 1

6 Circle T (true) or F (false). a The other name for a houseboat is a narrowboat. b There is no street lighting near Pete’s home. c Pete’s houseboat is only four metres wide. d Pete keeps his boat in the same place all the time. e It doesn’t get dark until about 10pm in summer.

A writing tool allows you to create written projects and share them easily with others on the web. These writing tools can help you to organize your thoughts and ideas.

2

HOMEWORK WEB QUEST

2 Look at some examples of written texts. Answer the questions in groups.

Choose a famous home to research: • 10 Downing Street • Longleat House • Kelburn Castle • Buckingham Palace

A

VICTORIAN HOUSES Many people in Victorian times lived in homes without any of the modern comforts we have now. People had to manage without central heating or hot water from the tap.

Use the internet and research your chosen famous home. Think about the following questions:

T F T F

1 What can you use writing tools for? 2 Do you use any writing tools? Which ones do you use?

Part 2: Let’s analyse

3

4

T F

• Who built it and why? • Who lived there in the past? • Who lives there now? • What happens at the home now?

B

Use your information to write a presentation for your class. Include photos and pictures.

T F

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12


My favourite room in my house is the kitchen. It’s where the whole family gets together and we have a lot of good laughs there!

11

Dear Mum and Dad, I am having a wonderful holiday in Ireland and I’m about to learn about the Irish travellers – the Pavees. There are still families who sometimes travel by horse and cart! See you soon! Sam xx

MY HOUSE My favourite place is the living room. I have my games console in there and, of course, the TV! My dad and I play games together a lot.

Photocopy me!

UNIT

2 6

Edit

Print

1 What types of writing are texts A–C? 2 What is text A about? 3 Are the texts in B by the same person? 4 Where is Sam writing from in example C?

Part 3: Let’s do it! Step 1 First decide what type of text you would like to create. Here are some ideas: • a postcard sent from an imaginary destination. • a wall where others can write a short description of their room. • a description of a type of house from another part of the world. Step 2 Go online and search for an appropriate writing tool.

Step 4 or pictures.

Write your text. Include photos

Step 5 Share the link to your text with your teacher and classmates.


Part 1: Let’s discuss

Part 3: Let’s do it!

1 Read the text and answer the questions.

1 Look at some examples of written texts. Answer the questions in groups.

• Ask students to read the text and discuss the questions in pairs. Elicit some answers and discuss as a class. Mr and Mrs Stephens 39 Price Street Oxford OX1 9JJ

Step 3 Organize your topic on the Task Sheet. Remember to include vocabulary and structures from this unit.

T F

Cada página ‘Culture awareness’ del Student’s Book va ligada a un vídeo de cultura que presenta situaciones de la vida real en países de lengua inglesa. Los vídeos van acompañados de worksheets para evaluar la comprensión de los alumnos mientras estos los ven y después de haberlos visto, y de Teacher’s notes que explican cómo utilizar mejor las worksheets en clase. Pulse 1 - revised finals 26/09/13

Writing tools help you to create stories, postcards, letters, descriptions, opinions, notes, essays, diary entries and projects. Some of them allow you to add photos and images to your work to make it more interesting.

d Do you know anyone who lives in a very different type of home?

e Where do you want to live when you are older?

8 What can you remember? Look at the pictures. Match the sentences with the pictures. One sentence is not needed.

C

1 Read the text and answer the questions.

b What type of home do you live in?

e Why does Pete have to go?

After you watch

Second viewing 5 Circle the correct words.

DIGITAL TEACHER’S NOTES Writing tools

Part 1: Let’s discuss

c Do you have a garden? What do you use it for?

c How wide is Pete’s home?

a Spring b Summer c Autumn d Winter

Across 1 A very old home where kings and queens live. 6 A home which only has one floor. 7 A home with lots of land and a large space for animals. 8 A very big house where rich people live.

2 6

b What are the two names for Pete’s home?

4 What is his favourite time of year? 8

a What are typical homes in your country like?

a How long does it take Pete to walk to the town centre?

a Pete b Dave c Matt d Sam

DIGITAL WORKSHEET

UNIT

Writing tools 9 What do you know about homes in your country? Answer the questions.

Final viewing

3 What is the man’s name?

2

6

Homes in the UK While you watch

1 Complete the puzzle.

UNIT



What is a Writing tool? A writing tool allows you to create written projects and share them easily with others on the web. These writing tools can help you to organize your thoughts and ideas. Writing tools help you to create stories, postcards, letters, descriptions, opinions, notes, essays, diary entries and projects. Some of them allow you to add photos and images to your work to make it more interesting.

Answer key 1 You can use a writing tool to create written projects and share them. You can also create stories, letters, etc. 2 Students’ own answers

Part 2: Let’s analyse 2 Look at some examples of written texts. Answer the questions in groups. • Ask students to look at the texts and discuss the questions in groups of three or four. Elicit some answers and discuss as a class.

Answer key

• This can be completed in class or as homework. • Ask students to choose a text type from the list and write their text online. Remind them to organize their ideas on a Task Sheet. • Once you have all the links to the texts, use one lesson to view them all as a class. Students can vote on their favourites and choose the best three.

RECOMMENDED WEBLINKS Writing tools www.padlet.com www.linoit.com Allows you to create a collaborative notice board with stickie notes. beta.mural.ly www.popplet.com Allows you to create interactive posters. www.inklewriter.com www.mixbook.com Allows you to write descriptions, long texts or stories. www.readwritethink.org/files/resources/ interactives/postcard/ Allows you to create your own postcard.

1 A Description, B Wall, C Digital postcard 2 Victorian houses 3 No, each note is by a different person. 4 The writer is in Ireland. He is writing to his mum and dad. • Go online and show students a few of the recommended websites for writing texts. • Try making a group text using suggestions from the class. Ask students what sort of text they want to create and what information they want to include. Make the changes on screen. Print the finished text and stick it on the board. Text Pulse © Macmillan Publishers Limited 2014

12

Los alumnos desarrollan la competencia digital mientras aprenden inglés gracias a estas worksheets, que les enseñan a utilizar herramientas web para hacer trabajos tales como crear un avatar, un podcast y una biografía en línea. Cada worksheet tiene Teacher’s notes que añaden información sobre las herramientas web y sobre cómo realizar los trabajos en clase. Pulse 1 - revised finals 26/09/13


xiii

UNIT

VOCABULARY

STARTER UNIT page 4 UNIT

1

UNIT

2

SCREEN STORIES page 10

SCHOOL DAYS page 20

● ●

● ●

GRAMMAR

READING

Family ● Pronouns ● Days, months and dates ● Possessive ’s be ● Classroom language ● Meeting and greeting Describing people The body

● ●

have got Question words

●

Grammar in context: Literature

● ●

School subjects Everyday activities

●

●

Present simple: Affirmative and negative Present simple: Questions and short answers

3

ACTIVE! page 30

●

●

Sports and activities Action verbs

● ●

●

Adverbs of frequency love, hate, (don’t) like / don’t mind + -ing Question forms: Word order

Countries, nationalities and languages

A web article: Acting the part Cultural awareness The film industry

●

A magazine article: Welcome to the BRIT school Cultural awareness Boarding schools in the UK

Grammar in context: PSHE

UNIT

●

●

A magazine profile: Active! profiles Cultural awareness Winter sports in Canada

Grammar in context: PE

LISTENING AND PRONUNCIATION

●

●

●

●

●

●

Listening: A description: film characters Pronunciation: /h/ Rhythm and intonation Listening: A radio programme: The Royal Ballet School Pronunciation: Syllables and word stress Third person verb endings Listening: A presentation: athlete profile Pronunciation: can

Collaborative project 1: Making a wall page 40 UNIT

4

LOOKING GOOD? page 42

● ●

Clothes and shoes Adjectives of character

● ●

Present continuous Present continuous and present simple

●

Cultural awareness Traditional costume

Grammar in context: Design and technology UNIT

5

FEELING GREAT! page 52

● ●

Places to go Food and drink

●

●

● ●

There is / There are + a / an, some and any Countable and uncountable nouns Is there...? Are there...? How much …? How many …?

A web article: Stuck at Prom!

●

An online message board: Top tips for feeling great?

●

●

●

●

Cultural awareness Traditional food

Listening: A radio interview: colour theory Pronunciation: -ing endings Listening: A TV interview: Food at school Pronunciation: Difficult sounds: /ɪ/ and /iː/

Grammar in context: Science UNIT

6

HOME SWEET HOME page 62

● ●

At home Places to stay

● ● ●

Comparative adjectives Prepositions of place can / can’t and must / mustn’t

●

An online article: The PAS House Cultural awareness Different lifestyles


●

●

Listening: A family discussion: Holidays Pronunciation: /ə/ Contractions can’t and mustn’t

Collaborative project 2: Making a leaflet page 72 UNIT

7

FUN AND GAMES page 74

● ●

Computer games TV programmes

was / were there was / there were ● Past simple affirmative: Regular verbs

●

●

●

An exhibition guide: Game story Cultural awareness Animated TV

Grammar in context: Technology UNIT

8

SONG AND DANCE page 84

●

●

Instruments and musicians Adjectives of opinion

Past simple: Affirmative and negative ● Past simple: Questions and short answers

●

9

SPECIAL DAYS page 94

● ●

Celebrations Adverbs

● ● ●

be going to Object pronouns Present continuous for future plans

Grammar in context: History Collaborative project 3: Making a presentation page 104

xiv

●

●

A feature article: The Liverpool Signing Choir Cultural awareness Traditional music and dance

Grammar in context: Music UNIT

●

●

A blog: 13 adventures for my 13th year … Cultural awareness National days

●

●

●

●

Listening: An informal conversation: TV programmes Pronunciation: was and were Past simple endings Listening: A radio programme: New music Pronunciation: Diphthongs Listening: A news extract: Resolutions Pronunciation: Rhythm and sentence stress

INTEGRATED SKILLS

WRITING

At the cinema

●

● ● ●

Reading: Cinema tickets Listening: Film descriptions Writing & Speaking: Buying tickets

At an after-school club ● ● ●

Reading: A school noticeboard Listening: A typical school day Writing & Speaking: Asking for information

At the sports centre ● ● ●

Reading: A survey Listening: Talking about activities Writing & Speaking: Asking about routines

Shopping online ● ● ●

Reading: A web page Listening: A phone enquiry Writing & Speaking: Trying on clothes

At a café ● ● ●

Reading: A menu Listening: Deciding what to order Writing & Speaking: Ordering food

Getting around town ● ● ●

Reading: Directions Listening: Listening to GPS instructions Writing & Speaking: Asking for and giving directions

Playing games ● ● ●

Reading: Game FAQs Listening: Information about a game Writing & Speaking: Explaining the rules of a game

At a music festival ● ● ●

Reading: A web page Listening: Festival announcements Writing & Speaking: Talking about past events

Going on a day trip ● ● ●

Reading: A poster Listening: Trips in the UK Writing & Speaking: Making arrangements

A description

Writing focus: ’s

DIGITAL COMPETENCE

● ●

●

●

A questionnaire

Writing focus: Punctuation

●

●

●

●

A class survey

Writing focus: Word order

●

Describing photos

Writing focus: Using adjectives

●

A recipe

Writing focus: Connectors of sequence

●

An opinion essay

Writing focus: because

●

A review

Writing focus: also

● ● ●

● ●

●

● ●

●

●

● ●

●

●

●

A personal profile

●

Writing focus: Time expressions

●

●

●

An invitation

Writing focus: Prepositions of time and place

●

● ●

●

Web quest: A glog Culture video: The Bollywood film industry CLIL task: Comic books Web quest: Finding information online Culture video: A typical day at a UK school CLIL task: PSHE (Personal, Social, Health and Economic education) Web quest: A profile Culture video: Sport in the UK CLIL task: PE

Web quest: The history of Prom Culture video: Clothing and appearance CLIL task: Fashion designers

Web quest: A poster Culture video: Typical food in the UK CLIL task: Food groups

Web quest: Research the PAS house Culture video: Homes in the UK CLIL task: Mega-cities

Web quest: Computer game history and development Culture video: Soap operas in the UK CLIL task: Flat-screen technology Web quest: Watch the Liverpool Signing Choir Culture video: Music in the UK CLIL task: Researching a famous composer Web quest: A class project Culture video: Ways to celebrate in the UK CLIL task: World Book Day

EXTERNAL EXAM TRAINER

●

●

●

●

●

●

●

●

●

Speaking: Giving personal information page 106

Listening: True or False activity page 108

Speaking: Pairwork activity page 110

Listening: Gap-fill activity page 112

Speaking: Describing a photo page 114

Listening: Multiplechoice pictures page 116

Speaking: Role-play activity page 118

Listening: Multiplechoice answers page 120

Speaking: Discussing a topic page 122

xv

STARTER

Vocabulary Family Ejercicio 1

1

1 dad 2 brother 3 mum 4 sister Grandma and grandad aren’t in the picture.

1.02 Match the words in the box with the people in the picture. Which people aren’t in the picture? Then listen and repeat.

mum sister

dad grandma

3 2

1

4

brother grandad

2 How many other family words can you write in one minute?

aunt, …

Grammar

Demonstrative pronouns 3 Read the sentences in the table. How do you say the words in blue in your language? demonstrative pronouns

This is my brother.

These are my parents.

That’s my sister.

Those are my pets.

4 Copy and complete the sentences with this, that, these or those.

Ejercicio 4 1 That 2 This 3 Those 4 These

1 …’s my cat.

2 … is my dog.

Subject pronouns and possessive adjectives 5 Copy and complete the table with the words in the box. our

my

your

their

subject pronouns

possessive adjectives

I you he she it we you they

my (1) … his her (2) … (3) … your (4) ...

its

6 Choose the correct words.

3 … are my rabbits.

4

9780230429697__Pulse__Starter.indd 4

4 … are my snakes!

1 a) Andy is my / you best friend. b) His / He’s 13 years old. 2 a) These are our / we rabbits. b) They / Their names are Honey and Bunny. 3 a) Bill and Joy are they / my grandparents. b) They / Their are 72 years old. 4 a) Katy’s my sister. She / Her is eight. b) She / Her favourite colour is pink!

Ejercicio 5 1 your 2 its 3 our 4 their

Ejercicio 6 1 a my b He’s 2 a our b Their 3 a my b They 4 a She b Her

Digital course: Interactive grammar table

29/08/2013 11:17

Vocabulary

Grammar

Family Objetivos de la lección

Demonstrative pronouns 3 • Explica a los niños la diferencia entre this y that cogiendo algun objeto cercano y diciéndoles, por ejemplo: This is my pen. • Señala algo dentro del aula que esté más lejos y di, por ejemplo: That’s my coat. • Explícales que these es el plural de this y que those es el plural de that. • Haz que los alumnos lean la tabla y anímalos a traducir this, that, these y those.

• aprender / repasar los nombres de los miembros de la familia • aprender / repasar los pronombres demostrativos • aprender / repasar los pronombres sujeto y los adjetivos posesivos

Warmer Juega al ahorcado para presentar el tema de los miembros de la familia y preparar el próximo ejercicio. Usa las palabras mother y father.

1.02

• Los alumnos trabajan individualmente para completar las oraciones con this, that, these 4 o those. • Luego, que comparen las respuestas en parejas o pequeños grupos. • Comprobad las respuestas todos juntos.

1 • Los alumnos relacionan las palabras del cuadro con las personas de la imagen y averiguan quién falta. • Haz que comparen las respuestas en parejas. • Comprobad las respuestas todos juntos. • Pon el CD y haz que repitan las respuestas.

Subject pronouns and possessive adjectives 5

2 • Destaca el ejemplo aunt. • Individualmente, diles que tienen un minuto para escribir todas las palabras que puedan de miembros de la familia. • En parejas, que comparen sus respuestas. • Comprueba las respuestas con toda la clase. Posibles respuestas: uncle, son, daughter, cousin, grandchild.

Extra activity Los alumnos dibujan el árbol genealógico de su familia en inglés utilizando las palabras de los ejercicios 1 y 2.

6

• Explica qué son los pronombres sujeto y los adjetivos posesivos (puedes poner ejemplos en castellano si es necesario). • Los niños copian la tabla y la completan con las palabras del cuadro. • Comprueba las respuestas con toda la clase y asegúrate de que pronuncian bien their (/ðeə/). • Haz que se fijen en la primera oración. Explícales que you es imposible porque es un pronombre sujeto. • Diles que elijan individualmente cuál de las dos palabras es correcta. • Que comparen sus respuestas en parejas. • Comprueba las respuestas con toda la clase, y explícales que He’s es la forma contraída de He is.

Finished? Pide a los que acaben primero que escriban oraciones parecidas a las del ejercicio 6 sobre sus amigos, familiares y mascotas. P. ej.: Luis is my best friend. He’s 12 years old.


T 4

Vocabulary Days, months and dates Objetivos de la lección • aprender / repasar los nombres de los días y los meses, y las fechas • aprender / repasar el posesivo ’s • escribir oraciones sobre la familia

Warmer Escribe en la pizarra los días de la semana desordenados y haz una columna con los números del 1 al 7 en un extremo. Luego, que se pongan en parejas y ordenen los días, empezando por Monday. Después, pide a algunos niños que vayan a la pizarra a anotar la respuesta correcta al lado de cada número.

1

1.03 • Individualmente, que escriban los meses del año en el orden correcto. • Que comparen las respuestas en parejas. • Pon el CD y diles que comprueben las respuestas, y que luego las repitan. • Di a algunos niños que vayan a la pizarra a escribir los meses ordenados correctamente. • Comprueba que están bien escritos y ordenados.

2 • Anima a la clase a decir qué día es hoy, p. ej.: the first of September. • Destaca que usamos los ordinales para referirnos a las fechas. • Copia en la pizarra los números 1-5 y anímalos a decir a qué ordinal corresponden: first, second, third, fourth, fifth. • Señala que el resto de ordinales son como fourth y fifth y acaban en -th hasta el 21, 22 y 23, que son como first, second y third. Esto se repite con el 31: the thirty-first. • Los alumnos buscan en el calendario cuándo es el cumpleaños de Hazel. • Comprobad las respuestas juntos, y asegúrate de que no se olvidan de ninguna palabra (p. ej.: the twenty-fifth of September).

3 • Elige a dos niños para que lean en voz alta el diálogo de ejemplo. • Luego, que en grupos de cuatro se hagan y respondan la pregunta. • Escuchad juntos algunos diálogos de ejemplo. T 5

Look! Explica que hay tres maneras de escribir las fechas: 3rd August, August 3rd o 3 August. Luego señala que se pueden decir de dos maneras: the third of August o August the third. Al escribirlas, no es necesario poner the ni of, pero al decirlas sí que hay que pronunciar esas palabras.

Grammar Possessive ’s 4 • Los alumnos leen el cuadro de gramática. • Luego relacionan las oraciones 1–3 con las normas gramaticales a o b. • En parejas, comparan las respuestas. • Compruébalas con toda la clase.

Language note Según la norma, los nombres acabados en -s solo llevan el apóstrofo (p. ej. Charles’ birthday), aunque en la lengua oral muchas personas también añaden la s, p. ej.: Charles’s birthday, Carlos’s sister.

5 • Di a los alumnos que falta un apóstrofo en cada oración. • Individualmente, que sitúen los apóstrofos correctamente. • Comprueba las respuestas con toda la clase. EXPRESS YOURSELF

6 • Escribe en la pizarra dos oraciones de ejemplo sobre tu familia: My mum’s name is ... My sister’s birthday is on ... • Individualmente, los niños escriben al menos tres oraciones sobre su familia. • Pídeles que intercambien los cuadernos con un compañero y que comprueben si han escrito correctamente los adjetivos posesivos, pronombres sujeto y el posesivo ’s. • Comprueba las respuestas con toda la clase.

7 • En parejas, que se hagan preguntas relacionadas con las oraciones del ejercicio 6 y las respondan. Digital course: Interactive grammar table

STARTE R

Cinema with James

Badminton

Back to school

Swimming class

7pm

Badminton

Swimming class

7pm

7pm

Ejercicio 1 January February March April May June July August September October November December

MYday

Badminton 7pm

25th September

Hazel

AY

BIRTHD

Birth

! PARTY

Badminton

Vocabulary

Days, months and dates 1

1.03 Write the 12 months of the year in the

correct order. Then listen, check and repeat.

January, ... Ejercicio 2

Swimming class

2 Look at the calendar. When is Hazel’s birthday?

LOOK! When we write dates, we omit the and of. My birthday is on 7th August. When we say dates, we say the and of. My birthday is on the seventh of August. 3 When’s your birthday? Ask your classmates.

Pablo, when’s your birthday? It’s on the third of October.

5 Correct the sentences. Add one apostrophe (’) to each sentence. My parents names are David and Patricia. ✘ My parents’ names are David and Patricia. ✔ 1 2 3 4 5 6

My mums birthday is on Wednesday. ✘ My sisters name is Vanessa. ✘ My brothers names are Chris and John. ✘ Chris birthday is on 4th February. ✘ Johns birthday is on 15th March. ✘ My cats name is Felix. ✘

Ejercicio 5 1 mum’s 2 sister’s 3 brothers’ 4 Chris’ 5 John’s 6 cat’s

EXPRESS YOURSELF

6 Write three sentences about your family. Use exercise 5 to help you.

M y m u m’s n a m e i s …

Grammar Possessive ’s Ejercicio 4 1 a 2 b 3 b

4 Look at the table. Match sentences 1–3 with rules a) or b). possessive ’s

We use ’s to show possession. 1 My brother’s name is Charles. 2 Charles’ birthday is on Saturday. 3 My sisters’ names are Katy and Agnes. a) We use ’s after a singular noun or a name that doesn’t end in -s. b) We use ’ after a plural noun or a name that ends in -s.


✔ possessive adjectives ✔ subject pronouns ✔ possessive ’s 7 Work in pairs. Ask and answer questions about your sentences in exercise 6.

What’s your mum’s name? My mum’s name is Elena.



5

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Ejercicio 2 6 European countries the UK, Poland, Portugal, Spain, France, Germany, Italy, Russia, Austria, Belgium, etc 5 countries where people speak English the UK, Australia, South Africa, New Zealand, Canada, the USA, etc 4 European capitals London, Madrid, Lisbon, Rome, Paris, Berlin, etc 3 countries in South America Brazil, Argentina, Peru, Chile, Ecuador, etc 2 countries in North America Canada, the USA 1 country in Africa South Africa, etc

Ejercicio 1 Europe Poland, Portugal, Spain, France Asia Japan, China Africa Morocco, South Africa Australasia Australia, New Zealand North America Canada, the USA South America Argentina, Brazil

Vocabulary

Countries, nationalities and languages 1

1.04 Copy and complete the table with the countries in the box. Then listen, check and repeat.

the UK Australia Poland Portugal New Zealand Brazil Canada China Europe the UK, ...

Asia

Africa

Japan Argentina Spain Morocco the USA South Africa France

Australasia

North America

South America Ejercicio 3

2 Do the quiz in pairs. Can you finish first?

Quick Quiz!

Write the names of …

6 European countries 5 countries where people speak 4 European capitals 3 countries in South America 2 countries in North America 1 country in Africa

3 Match the nationalities in the box with countries from exercise 1. Write sentences. Ejercicio 4 Spanish – Spain and Argentina Mandarin – China Arabic – Morocco English – the UK, Australia, New Zealand, Canada, the USA, South Africa, French – France

Chinese Brazilian

Polish French South African Canadian Australian Japanese

Chinese – China Polish – Poland French – France South African – South Africa American – the USA Portuguese – Portugal New Zealander – New English Zealand Brazilian – Brazil Canadian – Canada Australian – Australia Japanese – Japan British – the UK Spanish – Spain Argentinian – Argentina Moroccan – Morocco

American Portuguese New Zealander British Spanish Argentinian Moroccan

Chinese people are from China. 4 In which countries do people speak the languages in the box? Portuguese Spanish Mandarin Arabic English French

Portuguese - in Portugal and Brazil

LOOK! people = plural British people is from the UK. ✘ British people are from the UK. ✔

6


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Vocabulary Countries, nationalities and languages Objetivos de la lección • aprender los nombres de los países, las nacionalidades y las lenguas • aprender a ubicar algunos países del mundo en el mapa • aprender en qué partes del mundo se hablan algunos idiomas

Warmer Con los libros cerrados, diles que se pongan en parejas y que anoten los nombres de todos los continentes que sepan en inglés (están en la tabla del ejercicio 1). Pide a algunos niños que los escriban en la pizarra y asegúrate de que lo hacen sin faltas de ortografía (Europe, Asia, Africa, Australasia, North America, South America).

1

1.04 • Comprueba que entienden que deben relacionar cada país con su continente, y anotarlo en la columna correcta. • Luego, que comparen las respuestas en parejas. • Pon el CD y diles que escuchen las respuestas, corrijan las suyas y repitan las palabras.

Look! People es plural, así que para referirnos a los británicos (British people) usamos are en lugar de is, igual que con los demás países, p. ej.: French people are from France. Siempre usamos un artículo definido para hablar del Reino Unido y los Estados Unidos: the UK, the USA.

Language note Los gentilicios acabados en -ese acentúan la última sílaba, p. ej.: Chi ˈnese, Portuˈguese. Cuando terminan en -ish, el acento recae en la primera, p. ej.: ˈEnglish, ˈSpanish. Podemos decir ˈArgentine en lugar de Argenˈ tinian.

4 • Señala que las palabras que denominan una lengua suelen coincidir con el gentilicio, aunque hay algunas excepciones (p. ej. English y Mandarin). • Pide a los alumnos que utilizen los países del ejercicio 1 para completar el ejercicio individualmente. • Luego, que comparen sus respuestas en parejas. • Compruébalas con toda la clase.

2 • En parejas, responden las preguntas del quiz. • Comprobad las respuestas todos juntos.

3 • Señala que las palabras que designan las nacionalidades son adjetivos. Haz que se fijen en la oración de ejemplo: Chinese people are from China. • Los niños relacionan las nacionalidades con los países del ejercicio 1. • En parejas, comparan las respuestas. • Luego, comprobadlas todos juntos.

T 6

Grammar

be: affirmative, negative and interrogative Objetivos de la lección aprender / repasar el verbo be en • afirmativa, negativa e interrogativa aprender / repasar las formas contraídas • de be en present simple aprender / repasar las respuestas • breves

5 • Los alumnos relacionan las preguntas con las respuestas breves. • Compruébalas con toda la clase.

Look! Déjales claro que en las respuestas breves afirmativas no usamos las formas contraídas; en general, solo las empleamos para las respuestas breves negativas.

Extra activity Warmer Pide a los niños que cierren los libros y escribe en la pizarra una oración afirmativa con be de la lección anterior, pero desordenada: from people UK are British the. Luego diles que, en parejas, escriban la oración en el orden correcto (British people are from the UK).

1 • Individualmente, los alumnos cambian las formas contraídas por las formas plenas utilizando las palabras del cuadro. • Luego, comparan las respuestas en parejas. • Compruébalas con toda la clase.

Language note Normalmente, usamos las formas contraídas cuando hablamos y las plenas cuando escribimos, sobre todo en textos formales.

2 • Anima a los alumnos a emplear las formas contraídas en este ejercicio. • Pídeles que trabajen individualmente con la ayuda de la tabla del ejercicio 1. • Comprobad las respuestas juntos.

3 • Explica a la clase que las afirmaciones de ejemplo son falsas. • Pide a un alumno que las lea en voz alta. • Luego, que corrijan los errores escribiendo dos oraciones para cada ejemplo. • Comprueba las respuestas con toda la clase.

4 • Rellena el primer espacio con toda la clase. • Que rellenen los demás huecos con is o are. • Diles que comparen las respuestas en parejas. • Compruébalas con toda la clase.

T 7

En parejas, los niños se hacen las preguntas del ejercicio 5 y las responden. Se trata de que hagan el mayor número posible de preguntas con pronombres sujeto diferentes y luego, por turnos, las respondan con respuestas breves tanto en afirmativa como en negativa.

6 • Para empezar, haz otro ejemplo más con toda la clase. Copia en la pizarra Rafael Nadal/French y anímalos a decir Is Rafael Nadal French?, y a responder No, he isn’t. • En parejas, que escriban preguntas y respuestas breves sobre la información dada en el ejercicio 4. • Comprobad las respuestas todos juntos. Digital course: Interactive grammar table

STARTE R

Grammar

be: affirmative, negative and interrogative Ejercicio 1 affirmative I am You are He is / She is / It is We are / You are / They are negative I am not You are not He / She / It is not We / You / They are not

Ejercicio 2 1 ’m / ’m not 2 are / aren’t 3 ’m / ’m not 4 ’s / isn’t 5 aren’t 6 isn’t

Ejercicio 3 1 London isn’t the capital of France. It’s the capital of the UK. 2 Italy and Germany aren’t in Africa. They’re in Europe. 3 Luxembourg isn’t a big country. It’s a small country. 4 China and Japan aren’t in Europe. They’re in Asia. 5 Portugal isn’t next to France. It’s next to Spain.

1 Copy the tables into your notebook. Change the short forms in blue for the full forms in the box. are not

am

is not

am not

are

1 b 2 c 3 a

questions

is

affirmative

I’m You’re He’s / She’s / It’s We’re / You’re / They’re

Ejercicio 5

5 Match questions 1–3 with short answers a–c.

European. English. American. Spanish.

1 Are

you

a football fan?

2 Is

he / she / it

from Liverpool?

3 Are

we / you / they

English?

short answers

a) Yes, we are. / No, we aren’t. negative

I’m not You aren’t He / She / It isn’t We / You / They aren’t

b) Yes, I am. / No, I’m not.

Portuguese. Australian. South African. Japanese.

c) Yes, he is. / No, he isn’t.

LOOK! We don’t use short forms in affirmative short answers. Yes, I’m. ✘ Yes, I am. ✔

2 Copy and complete the sentences with the correct affirmative or negative form of be. Use short forms where possible. 1 2 3 4 5 6

I … from Spain. My parents … from Brazil. I … Australian. My teacher … Spanish. Morocco and South Africa … in Europe. Málaga … the capital of Spain.

6 Write questions with Is or Are. Use the information in exercise 4 to help you. Then write short answers.

3 Correct the sentences. Write one negative and one affirmative sentence for each. China is a small country. ✘ China isn’t a small country. It’s a big country. 1 2 3 4 5

London is the capital of France. ✘ Italy and Germany are in Africa. ✘ Luxembourg is a big country. ✘ China and Japan are in Europe. ✘ Portugal is next to France. ✘

Steven Gerrard / an actor? Is Steven Gerrard an actor? No, he isn’t. 1 2 3 4

he / English? his parents / from London? his wife’s name / Victoria? his children’s names / Lilly-Ella, Lexie and Lourdes? 5 his favourite number / four? 6 his favourite colours / blue and yellow?

Profile: Steven Gerrard

4 Copy and complete the profile with is or are. Steven Gerrard (1) ... a famous football player. His teams (2) ... Liverpool and England.

Ejercicio 6 1 Is he English? Yes, he is. 2 Are his parents from London? No, they aren’t. 3 Is his wife’s name Victoria? No, it isn’t. 4 Are his children’s names LillyElla, Lexie and Lourdes? Yes, they are. 5 Is his favourite number four? Yes, it is. 6 Are his favourite colours blue and yellow? No, they aren’t.

Steven (3) ... English. His parents (4) ... from Liverpool. His wife’s name (5) … Alex. His daughters’ names (6) ... Lilly-Ella, Lexie and Lourdes. Steven’s favourite number (7) ... four and his favourite colours (8) ... red and white!

Ejercicio 4 1 is 2 are 3 is 4 are 5 is 6 are 7 is 8 are



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integrated skills integrated skills In the classroom Hello! My name’s James and this is my science class. Welcome to the class!

[photo – 8.1 – commissioned photo of classroom. Should take up a lot of the page]

Ejercicio 1 1 pencil case 2 book 3 notebook 4 rubber 5 ruler 6 pencil sharpener 7 laptop board desk schoolbag Students’ own answers

1

2 3 4

1 Match 1–7 with words in the box. Which things can you see in your classroom? clock notebook book board laptop desk pen pencil rubber ruler pencil sharpener pencil case schoolbag dictionary

7 5 6

4

2 Look at questions a–e. How do you say them in your language? a) How do you say ‘cuaderno’ in English? b) Can you repeat that, please? c) How do you spell that? d) What does ‘clock’ mean? e) What page are we on?

Ejercicio 3 1 e 2 d 3 a 4 b 5 c

3

1.05 Listen to five dialogues and write a–e from exercise 2 in the order you hear them. Then listen again and repeat.

1.06 Listen and repeat the alphabet.

abcdefghijklmn opqrstuvwxyz 5

1.07 Listen and write the three names.

6 Choose objects from your classroom. In pairs, ask and answer the questions.

Ejercicio 5 1 Rachel 2 William 3 Zoe

How do you say … in English? It’s … . How do you spell that ?

8


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Integrated skills In the classroom Objetivos de la lección • aprender / repasar vocabulario del aula

Warmer Diles que se pongan en parejas y que tienen dos minutos para escribir en inglés nombres de cosas que haya en el aula (p. ej. book, pen). Cuando terminen, anímalos a decir algunos y escríbelos en la pizarra.

1 • Diles que lean lo que dice James. • Luego que lean las palabras del cuadro y se fijen en la foto. • Individualmente, que anoten las cosas del cuadro que aparecen en la foto. • En parejas, comparan las respuestas y luego escriben las palabras del cuadro que hay en el aula. • Comprueba las respuestas con toda la clase.

2 • Pide a los niños que lean la pregunta How do you say “cuaderno” in English? • Pídeles que traduzcan al castellano How do you say ... in English? • En parejas, que traduzcan las preguntas b–e. • Comprobad las respuestas todos juntos.

3

1.05 • Pídeles que copien en sus cuadernos las preguntas a–e del ejercicio 2. • Diles que van a escuchar cinco diálogos y que en cada uno hay una de las preguntas. • Deben ordenarlas correctamente anotando 1, 2, 3, 4 o 5 al lado. • Pon el CD. • Los alumnos comparan las respuestas en parejas. • Compruébalas con toda la clase. • Vuelve a poner el CD para que escuchen las respuestas y las repitan.

4

1.06 • Pon el CD para que los niños escuchen las letras del alfabeto y las repitan.

5

Language note A muchos alumnos les resulta difícil aprender los nombres de la letra a (pronunciada como en day), la e (see), la i (I), la y (why) y la r (are). Copia en la pizarra todas estas palabras para que los la clase pueda memorizar fácilmente como se pronuncian estas letras.

6 • Primero, haz uno o dos ejemplos con toda la clase, como How do you say ventana in English? It’s ‘window’. How do you spell that? W-I-N-D-O-W. • En parejas, que se pregunten y respondan sobre cosas del aula. • Obsérvalos mientras trabajan y ayúdalos con vocabulario si lo necesitan. • Escuchad algunos ejemplos todos juntos.

1.05 Transcripción, ejercicio 3 1 A What page are we on? B We’re on page 8. 2 A What does ‘clock’ mean? B It means reloj. 3 A How do you say cuaderno in English? B ‘Notebook’. 4 A Can you repeat that, please? B Yes – ‘notebook’. 5 A How do you spell that? B N-O-T-E-B-O-O-K.

1.07 Transcripción, ejercicio 5 1 A Hi. What’s your name? B My name’s Rachel. A How do you spell that? B R-A-C-H-E-L. 2 A B A B

Hello. What’s your name? My name’s William. How do you spell that? It’s W-I-L-L-I-A-M.

3 A Hi. What’s your name? B My name’s Zoe. A How do you spell that? B Z-O-E. A Can you repeat that, please? B Yes – it’s Z-O-E. A Thanks!

1.07 • Pon el CD para que escuchen los tres nombres y los anoten. • Comprueba que los han escrito correctamente. T 8

Integrated skills – continued Meeting and greeting Objetivo de la lección • practicar expresiones que usamos cuando conocemos a alguien por primera vez y formas de saludarse.

Warmer Copia en la pizarra la pregunta Where are you from?, pero con las palabras desordenadas. Luego, di a los alumnos que se pongan en parejas y que las ordenen para formar la pregunta correctamente.

7

diálogo del ejercicio 7. • Explícales que tienen que escribir uno parecido a ese, pero con su nombre, población / país, etc. Diles que usen las oraciones esenciales para presentarse y saludar del Communication kit.

Skills builder Speaking: Mostrar entusiasmo

Mirad juntos el cuadro Skills builder y destaca que es importante mostrar entusiasmo en el momento de conocer a alguien.

1.08 • Los alumnos leen la conversación. • Diles que escuchen el diálogo y completen los espacios 1-3 del cuadro. • Pon el CD. • Pregúntales si han escrito las tres palabras. En caso contrario, vuelve a poner el CD. • Que comparen las respuestas en parejas. • Luego, comprobadlas todos juntos. • Comprueba si los niños comprenden el significado de next to usando un ejemplo: Luis is next to Jorge.

8 • Vuelve a poner el CD, parando después de cada intervención para que los alumnos la repitan todos juntos. • Haz que se fijen en la acentuación de las preguntas: What’s your name? Where are you from? Where exactly? • Pídeles que repitan estas preguntas varias veces todos juntos e individualmente. • En parejas, practican el diálogo, y luego, lo repiten con otro compañero.

9 • Los alumnos copian en sus cuadernos las tres preguntas en negrita que hay en el diálogo del ejercicio 7. • Diles que las contesten con respuestas personales: What’s your name? My name’s ... • Corregid las respuestas todos juntos.

T 9

10 • Pide a los alumnos que vuelvan a mirar el

11 • Haz que los alumnos se pongan en parejas y practiquen sus diálogos. • ¡Asegúrate de que muestran entusiasmo!

12 • Pide a algunas parejas que representen sus diálogos. • Si aún queda tiempo, haz que todas las parejas representen sus diálogos.

ated skills integrated skills

STARTE R

MEETING AND GREETING

Hello. What’s your name? Nice to meet you, Rebecca. Where are you from? Oh, really? Where, exactly? Welcome to the class, Rebecca! You can sit here, next to (3) … .

Ejercicio 7 1 Ireland 2 Dublin 3 James

7

1.08 Listen to the dialogue. Copy and complete 1–3.

8 Listen again and repeat. Practise your intonation. 9 Copy the questions in bold into your notebook. Then write answers that are true for you. 10 Write a new dialogue. Use the dialogue in exercise 7 to help you.

Hello. What’s your name? Hi! My name’s ... SKILLS BUILDER Speaking: Sounding enthusiastic When we meet someone for the first time, it’s important to sound enthusiastic. Nice to meet you too!

Hi! My name’s Rebecca. Nice to meet you too! I’m from (1) … . Ballyboden, near (2) … . Thanks! OK, great.


Hello. What’s your name? Hi! My name’s ... 12 Act your dialogue for the class.

COMMUNICATION KIT Meeting and greeting Hello. What’s your name? My name’s … . Nice to meet you, … . Nice to meet you too! Where are you from? I’m from … . Welcome to the class! Thanks!

9


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UNIT

screen stories

Objetivos de la unidad y competencias clave En esta unidad los alumnos aprenderán… • a entender y usar correctamente palabras con las que describir el aspecto físico y el cuerpo CLC CMCT CSC • a entender y usar correctamente have got y las partículas interrogativas, buscar paralelismos con su lengua materna y usar ambos en una breve actividad de speaking CCL CAA • sobre la industria del cine en otros países y a compararla con la de su país CCL CMCT CEC sobre la industria del cine llamada Bollywood, • viendo un vídeo corto CCL CMCT CEC

En esta unidad los alumnos aprenderán a… • formar preguntas con partículas interrogativas CCL • buscar información específica en un artículo web que trata de películas CCL CD CEC • buscar en internet sobre un actor y hacer un póster o un glog (graphic blog) CCL CD CEC SIE • buscar información específica en una descripción de personajes de películas CCL CEC • leer unas entradas de cine, escuchar a gente hablando de sus películas favoritas y comprar unas entradas CCL CSC CEC • escribir la descripción de un personaje CCL CAA • prepararse para una prueba oral en parejas y hacerla CCL CAA SIE

Contenidos lingüísticos

Destrezas

Vocabulario principal

Comprensión lectora

• Adjetivos para describir el físico: tall, short, slim, wavy, etc. • Vocabulario de las partes del cuerpo: teeth, toes, arms, legs, etc.

• Leer un artículo web sobre la captura de movimientos • Leer un cuestionario de una revista sobre películas • Leer la información impresa en unas entradas de cine • Leer las descripciones de unos personajes de cine

Gramática

Expresión escrita: interacción y producción

• El present simple de have got en afirmativa, negativa e interrogativa • Las partículas interrogativas: who, what, etc.

Lenguaje útil • Frases para comprar entradas • Frases para pedir y dar información personal

Pronunciación • /h/ • El ritmo y la entonación

• Escribir un diálogo personalizado para comprar entradas • Escribir una descripción en tres pasos: planear, escribir, repasar • Aprender a usar el posesivo ’s correctamente

Comprensión oral • Escuchar a alguien describir a unos personajes de cine • Escuchar a gente hablando de sus películas favoritas • Escuchar cómo alguien compra unas entradas de cine

Expresión oral: interacción • Hacer preguntas sobre el aspecto físico y responderlas • Intercambiar información sobre gustos y preferencias en cuanto a películas y actores

Expresión oral: producción • Preparar y representar un diálogo sobre la compra de unas entradas de cine • Preparar un examen oral en parejas y hacerlo

Destrezas para el aprendizaje permanente Autoaprendizaje y autoevaluación • ‘Study guide’: Student’s Book, página 19 • ‘Progress check’ y ‘self-evaluation’: Workbook páginas 14–15 • ‘Grammar reference’ y ejercicios: Workbook, páginas 82–83 • ‘Wordlist’: Workbook, páginas 151–157

Estrategias de aprendizaje y destrezas del pensamiento • Aprender a adivinar el significado de lo que leen

Conciencia cultural • La industria del cine en algunos países, como la India y EE.UU. • Comparar la industria del cine de su país con la de otros países

Contenidos interdisciplinares • Lengua y literatura: los libros de cómics, escribir una descripción • Tecnología: buscar información en internet, hacer un glog (graphic blog)

Competencias clave ompetencia en C comunicación lingüística CMCT Competencia en matemáticas, ciencia y tecnología CD Competencia digital CAA Aprender a aprender CSC Competencias sociales y cívicas SIE Sentido de iniciativa y emprendimiento CEC Conciencia y expresión cultural CCL

Evaluación • Test de la Unidad 1: Basic, Standard y Extra • CEFR Skills Exam Generator

External exam trainer • Speaking: dar información personal

Materiales digitales Pulse Live! Digital Course, que incluye: • Tablas de gramática interactivas • Vídeo modelo de expresión oral: comprar entradas Vídeo con material cultural: la industria • cinematográfica de Bollywood Página web del alumno

Competencia digital • Web quest: hacer un glog (graphic blog) o un póster • Worksheet de competencia digital: crear avatares

Materiales de refuerzo • Teacher’s Resource File: ‘Basics’ páginas 5–10 • Teacher’s Resource File: ‘Vocabulary and Grammar Consolidation worksheets’, páginas 3–4

Materiales de ampliación • Actividad para fast-finishers: Student’s Book, página 11 • Actividades extra: Teacher’s Book, páginas T10, T15 • Teacher’s Resource File: ‘Vocabulary and Grammar Extension worksheets’, páginas 5–6

Teacher’s Resource File • ‘Translation and dictation worksheets’ páginas 2, 12 • ‘Evaluation rubrics’, páginas 1–7 • ‘Key competences worksheets’, páginas 1–2 • ‘Culture and CLIL worksheets’, páginas 1–4 • ‘Culture video worksheets’, páginas 1–2 • ‘Digital competence worksheets’, páginas 1–2 • ‘Macmillan Readers worksheets’, páginas 1–2 U 1

UNIT

THINK ABOUT IT What are your favourite films?

Vocabulary and Speaking Describing people Ejercicio 1

1 Look at the cards. Copy and complete 1–4 with the films in the box.

1 The Hobbit 2 The Chronicles of Narnia The Amazing 3 Spider-Man 4 Alice in Wonderland

Alice in Wonderland 2

The Chronicles of Narnia

The Amazing Spider-Man

1.09 Listen and repeat the words in blue.

Gandalf

Jadis

Character: wizard Film: (1) ... Height: average Build: average Hair: long, grey Eyes: blue Other beard and features: moustache

Ejercicio 3

The Hobbit

Character: Film: Height: Build: Hair: Eyes: Other features:

witch (2) ... tall slim curly, fair brown ice crown

Peter Parker Character: superhero Film: (3) ... Height: average Build: slim Hair: short, dark Eyes: brown Other none features:

The Red Queen Character: queen Film: (4) … Height: short Build: slim Hair: wavy, red Eyes: brown Other red lips, features: painted eyebrows

3 Copy and complete the table with the blue words from exercise 2.

Height average short Build average Hair: colour grey fair dark Hair: length short Hair: type curly wavy Other features moustache lips eyebrows

Height tall

Build slim

Hair: colour red

Hair: length long

Hair: type curly

Other features beard

EXPRESS YOURSELF

4 Choose a character from exercise 2. Write three sentences about him or her.

Jadis is a witch in The Chronicles of Narnia. She’s tall and slim. Her hair is curly and fair. 5 Write two questions about each of the characters in exercise 2 with Is or Are.

Is her hair red? Are her eyes blue?

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6 Work in pairs. Ask and answer questions about your partner’s character from exercise 4. Guess the character.

Is her hair red? No, it isn’t. Is it Jadis? Yes, it is!


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Vocabulary and Speaking Describing people Objetivos de la lección • aprender adjetivos para describir el aspecto físico • aprender a describir el aspecto físico de los personajes de una película

Warmer Haz que los niños se fijen en la pregunta What are your favourite films? del cuadro Think about it y diles que, individualmente, anoten sus películas favoritas (en inglés o en castellano, dependiendo del idioma de la película). Luego, que comparen las respuestas en parejas y comprobadlas todos juntos.

1 • Diles que observen las fotos y lean la información sobre los personajes. • Que escriban los títulos de las películas en los espacios 1-4. • Comprueba las respuestas con toda la clase.

Culture note El Hobbit es una saga de películas basada en el libro que J. R. R. Tolkien escribió en la década de 1930. La primera se estrenó en 2012. Las crónicas de Narnia es una serie de películas basada en las novelas del escritor inglés C. S. Lewis. The Amazing Spider-Man, basada en el héroe de cómic de Marvel, se estrenó en 2012. Alicia en el país de las maravillas es una obra del escritor y matemático inglés Lewis Carroll publicada en 1865, un libro que se ha adaptado al cine muchas veces. En 2010 se lanzó la versión animada por ordenador.

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3 • Los niños copian la tabla en sus cuadernos. • Luego, añaden las palabras en azul del ejercicio 2. • Comprueba las respuestas con toda la clase. EXPRESS YOURSELF 4 • Lee en voz alta para toda la clase las tres oraciones de ejemplo. • Los alumnos eligen otro personaje del ejercicio 2 y redactan tres oraciones más, tal como muestra el ejemplo. • Que comparen las oraciones en parejas. • Comprobadlas todos juntos.

5 • Copia los tres ejemplos en la pizarra y anímalos a decir dos o tres oraciones más, p. ej: Is he tall? Is she short? • Individualmente, que escriban un mínimo de cinco preguntas más que empiecen por Is ...? o Are ...? • Comprueba que los niños las escriben correctamente, ayudándolos si lo necesitan.

6 • Haz con toda la clase un juego de adivinanzas utilizando uno de los ejemplos. • Escoge uno de los personajes de las tarjetas del ejercicio 2. • Diles que deben formular preguntas que empiecen por Is ...? o Are ...?, y que sólo puedes responder Yes o No • Continúa hasta que adivinen el personaje. • En parejas, que hagan el mismo juego pero con las preguntas del ejercicio 5.

Extra activity Jugad a Twenty Questions como en el ejercicio 6 con nombres de hombres y mujeres famosos del mundo del espectáculo o del deporte. Primero, haz un ejemplo con toda la clase y luego diles que se pongan en parejas.

1.09 • Pon el CD para que los alumnos escuchen las palabras en azul y las repitan. • Asegúrate de que pronuncian bien las dos sílabas de average /ˈævrɪdʒ/, y que acentúan la segunda sílaba de moustache /məˈstæʃ/.

Vocabulary extension: Workbook, pág. 102

T 10

Reading Text type: A web article Objetivos de la lección • leer un artículo sobre cine en internet • describir las diferencias entre un actor y los personajes que representa

Enlaces web recomendados www.serkis.com www.avatarmovie.com www.bfi.org.uk

Warmer Escribe en la pizarra Who is your favourite actor? y diles que comparen las respuestas en parejas. Escuchadlas todos juntos.

1

1.10 • Los alumnos leen la pregunta. • Pon el CD y diles que vayan leyendo el texto. • Luego, que escriban la respuesta. • En parejas, diles que comparen las respuestas. • Comprueba las respuestas con toda la clase.

Word check Comprueba que los alumos entienden las palabras nuevas.

3 • Los alumnos leen las oraciones y rellenan los espacios con las palabras del artículo. • En parejas, comparan las respuestas. • Comprobad las respuestas todos juntos.

4 • Lee el ejemplo en voz alta. • Individualmente, tienen que encontrar tres diferencias y escribir sus oraciones. • Comprueba las respuestas con todo el grupo.

Finished? Pide a los que acaben primero que hagan una lista de películas con buenos efectos especiales o animación por ordenador.

Web quest Si el aula dispone de conexión a internet, puedes pedir a los alumnos que respondan el Web quest. Si no, diles que lo hagan en casa y que comparen las respuestas en la próxima lección. Estos ejercicios les servirán para mejorar las competencias a la hora de procesar información y usar las TIC. Los alumnos tienen que hacer un póster o glog (blog gráfico) sobre un actor famoso. Diles que se fijen en el Web quest tip.

1 • Los niños eligen a un actor famoso que Culture note Andy Serkis nació en Londres en 1964. Se inició como intérprete en el teatro, pero a principios de los 90 dio el salto a la televisión. Debutó en el cine en 1994, y más adelante se hizo famoso gracias al personaje de Gollum de la trilogía de El Señor de los anillos. Haz que se fijen en el cuadro Did you know? La película Polar Express (2004) está inspirada en el libro infantil homónimo de Chris Van Allsburg.

2 • Copia las palabras del cuadro en la pizarra y comprueba que los alumnos las entienden. Pídeles que intenten traducirlas. • Que lean el artículo y busquen los antónimos de los adjetivos del cuadro. • Luego, en parejas, que los escriban en sus cuadernos, p. ej. ugly ≠ good-looking.

T 11

les guste. 2 • Pídeles que abran un navegador, como por ejemplo el Internet Explorer. • Luego, que vayan al buscador (Google, p. ej.) y tecleen el nombre del actor. • Diles que seleccionen la opción de imágenes y busquen fotos del actor en tres películas diferentes. 3 • Que muestren las fotos a los compañeros y describan cada personaje.

Acting the part Many modern films use a technology called motion capture. Actors wear special body-suits with sensors. They can have hundreds of sensors on their faces too. The British actor Andy Serkis is one of the stars of motion capture films. He’s Gollum in The Hobbit films and Caesar in Rise of the Planet of the Apes. In real life, Andy Serkis is 1.73 metres tall. He’s got blue eyes and dark, curly hair. He’s also got a beard and a moustache. He’s from London. In The Hobbit, he isn’t good-looking at all! Gollum is small and very thin. He’s got white skin and big ears and he hasn’t got much hair. In The Lord of the Rings, Gollum is very old – probably about 600 years old. Ejercicio 1 Gollum is a character in The Hobbit films and Caesar is a character in Rise of the Planet of the Apes.

Ejercicio 2 big ≠ small fat ≠ thin young ≠ old stupid ≠ intelligent

In Rise of the Planet of the Apes,, Caesar is the leader of all the apes. He’s very intelligent and he can speak English. Caesar’s eyes are green and he’s got a lot more hair than Andy Serkis!

Word check body-suit sensor star ape leader

DID YOU KNOW?

Reading A web article 1

1.10 Read and listen to the article. Who are Gollum and Caesar?

2 Check the meaning of the adjectives in the box. Then find opposite adjectives in the article. ugly

Ejercicio 3 1 dark, curly 2 blue 3 white 4 big 5 green 6 speak English

Ejercicio 4

The Polar Express was the firs t film made completely with motion capture technology.

big

fat

young

stupid

ugly ≠ good-looking 3 Read the article again and complete the sentences. 1 Andy Serkis has got … hair. 2 Andy’s eyes are … . 3 Gollum’s skin is … .

4 Gollum has got … ears. 5 Caesar has got … eyes. 6 Caesar can … .

4 Write three sentences about the differences between the actor and his characters.

FINISHED? Which other films have got interesting special effects or computer animation? Write a list. Avatar, Mission Impossible, ...

Gollum is small, but Andy Serkis is 1.73m tall.

Possible answers WEB QUEST Gollum is very thin, but Andy Make a glog (graphic blog) or poster about a famous actor. isn’t. 1 Choose a famous actor that you like. Gollum hasn’t 2 Find pictures of the actor in three different films. got much hair, 3 Show your classmates the pictures and tell them about the but Andy has Interactive Grammar Table: Workbook page xx different characters. got dark, curly hair. Caesar has got green eyes, but 9780230429697_Pulse_01.indd Andy 11 has got blue eyes.

Use the Images option in your search engine to search for pictures. 11

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Grammar have got Ejercicio 1

1 Copy and complete the tables with have, haven’t, has or hasn’t.

1 has 2 have 3 hasn’t 4 haven’t

affirmative

I / You He / She / It We / You / They

have got dark hair. (1) … got blue eyes. (2) … got blue skin.

negative


Ejercicio 2 1 have got / haven’t got 2 has got / hasn’t got 3 have got / haven’t got 4 has got / hasn’t got

haven’t got a beard. (3) … got much hair. (4) … got big ears.

LOOK! has got = ’s got

2 Complete the sentences with the affirmative or negative form of have got so they are true for you. 1 2 3 4

Ejercicio 3 1 He hasn’t got grey eyes. He’s got brown eyes. 2 She hasn’t got blonde hair. She’s got dark hair. 3 He hasn’t got one sister. He’s got one brother. 4 He hasn’t got two cats. He’s got two dogs.

I … brown eyes. Our teacher … a moustache. I … long hair. My best friend … a sister.

3 Correct the sentences with the information in brackets. Write one negative and one affirmative sentence. Kristen Stewart has got curly hair. (straight) She hasn’t got curly hair. She’s got straight hair. 1 2 3 4

Maxi Iglesias has got grey eyes. (brown) Selena Gómez has got blonde hair. (dark) Zac Efron has got one sister. (brother) Daniel Radcliffe has got two cats. (dogs)

4 Copy and complete the text with the correct form of be or have got. Jennifer Lawrence is an American actor. She (1) … long, fair hair and her eyes (2) … blue. She’s slim and she (3) … 1.75m tall. Her birthday (4) … on 15th August. Jennifer (5) … two brothers, Ben and Blaine, but she (6) … any sisters. She (7) ... an Oscar® for her role in Silver Linings Playbook. Jennifer is Katniss Everdeen in the film The Hunger Games.

Ejercicio 4 1 has got 2 are 3 is 4 is 5 has got 6 hasn’t got 7 has got

questions

short answers

Have I / you got curly hair? Has he / she / it got blue skin? Have we / you / they got green eyes?

Yes, I / you have. No, I / you haven’t. Yes, he / she / it has. No, he / she / it hasn’t. Yes, we / you / they have. No, we / you / they haven’t.

LOOK!

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Yes, I have. ✔ Ejercicio 6

6 Complete the questions. Then write short answers that are true for you.

1 Have you got red hair? 2 Have you got a brother? 3 Has your best friend got a pet? 4 Have your friends got mobile phones?

Have you got brown eyes? Yes, I have . 1 2 3 4

… you … red hair? … you … a brother? … your best friend … a pet? … your friends … mobile phones?

EXPRESS YOURSELF

7 Choose a classmate. Write a short description but don’t write the name.

She’s got dark hair and brown eyes. She’s tall and … . 8 Work in pairs. Ask and answer questions about the classmate in exercise 7. Guess the name.

Has she got dark hair? Yes, she has. Is she tall? Yes, she is. Is it Sara? ANALYSE In English, we don’t use have got to talk about age or to say how we feel. How do you say these expressions in your language? I’ve got 12 years. ✘ I’m 12. ✔ I’ve got tired. ✘ I’m tired. ✔ 1.11–1.12

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1 third 2 use 3 don’t use

1 The first / third person form is different. 2 We use / don’t use got in questions. 3 We use / don’t use got in short answers.

Yes, I have got. ✘

have got = ’ve got

Ejercicio 5

5 Look at the questions and short answers table. Then choose the correct answers.

Pronunciation lab: /h/, page 124


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Grammar have got Objetivos de la lección prender y usar have got en afirmativa, • a negativa e interrogativa, y a responder con las respuestas breves • emplear have got para escribir sobre ellos mismos y para hablar de otras personas

Warmer Copia en la pizarra esta oración con las palabras desordenadas: got he hair has brown. Di a los alumnos que, en parejas, la escriban correctamente, y luego cópiala en la pizarra (He has got brown hair).

1 • Pide a los niños que completen la tabla con have, haven’t, has o hasn’t. • Comprobad las respuestas todos juntos. • Destaca que, en afirmativa, la única forma que cambia es he / she / it (de have a has).

Look! En afirmativa, también podemos usar las formas contraídas, p. ej., I’ve got blue eyes, She’s got brown hair.

2 • Los alumnos completan las oraciones con have got en afirmativa o negativa, de manera que sean verdaderas para ellos. • Luego, comparan las respuestas en parejas. • Comprueba las respuestas con todo el grupo.

3 • Lee las oraciones de ejemplo en voz alta para todo el grupo. • Que hagan el ejercicio individualmente. • En parejas, que comparen las respuestas. • Compruébalas con toda la clase.

4 • Di a los alumnos que lean el texto. • Individualmente, que rellenen los espacios con la forma correcta de be o have got. • En parejas, que comparen las respuestas. • Comprobadlas todos juntos.

5 • Los niños leen las oraciones 1–3. • Que consulten la información de la tabla y elijan las respuestas correctas. • En parejas, que comparen las respuestas. • Comprobadlas todos juntos

Look! Destaca que got no se usa nunca en las respuestas breves.

6 • Lee en voz alta la pregunta de ejemplo y la respuesta. • Que completen las preguntas individualmente. • Comprueba que las preguntas son correctas. • Que escriban respuestas verdaderas. • Compruébalas con toda la clase. EXPRESS YOURSELF

7 • Di a los niños que redacten una pequeña descripción de un compañero. • Obsérvalos mientras escriben, ayudándolos si es necesario.

8 • Haz la primera oración de ejemplo para toda la clase. • Piensa en un alumno, y diles a los demás que tienen que adivinar quién es haciéndote preguntas. Solo puedes responder Yes o No. • En parejas, diles que tienen que hacerse preguntas y responderlas para adivinar quién es el alumno que el compañero ha descrito en el ejercicio anterior.

Analyse Diles que lean los ejemplos y destaca que, en inglés, be se emplea para referirse a la edad y acompañado de adjetivos. En cambio, have got nunca se usa para decir la edad ni con adjetivos.

Pronunciation lab: /h/, página 124 Digital course: Interactive grammar table Study guide: pág. 19

T 12

Vocabulary and Listening The body

4

Objetivos de la lección • aprender vocabulario referido a partes del cuerpo humano y de los animales • escuchar información concreta

Warmer Juega a Simon Says. Los niños deben ponerse de pie y seguir tus indicaciones, p. ej. Simon says, wave your right hand. Hazlo tú primero para que lo vean, y que luego repitan lo que les dices. El alumno que represente una acción que no empiece por Simon says (p. ej. Brush your teeth), queda eliminado y se vuelve a sentar. Sigue jugando hasta que solo quede un alumno, que será el ganador.

1.13 1 • Pon el CD para que los niños escuchen las palabras del cuadro y las repitan. • Que te digan qué palabras no son partes del cuerpo. • Comprobad las respuestas juntos. • Para asegurarte de que las entienden, pídeles que las traduzcan.

• Individualmente, que escojan las palabras correctas. 2 • Luego, que comparen las respuestas en parejas. • Compruébalas con todo el grupo.

Look! Foot – feet y tooth – teeth son ejemplos de plurales irregulares muy habituales en inglés. Otros ejemplos son: man – men, woman – women, child – children, mouse – mice.

3 • Diles que observen las fotos de Percy Jackson y los dioses del Olimpo. • Que miren los tres temas (a-c) y te digan de qué va la película. • Corregid las respuestas juntos.

T 13

1.14 • Los alumnos leen las descripciones. • Que relacionen las descripciones con los personajes de las fotos. • En parejas, que comparen las respuestas. • Pon el CD para que escuchen las respuestas y comprueben si son correctas.

5

1.15 • Primero, haz que los niños lean las descripciones atentamente y comprueba si las entienden. • Pon el CD y diles que rellenen los espacios. Vuelve a reproducirlo las veces necesarias. • En parejas, que comparen las respuestas. • Compruébalas con toda la clase.

6

1.15 • Primero, pídeles que lean las preguntas con atención. Comprueba que entienden todas las palabras. • Vuelve a poner el CD para que escriban las respuestas breves. • Comprobad las respuestas todos juntos.

1.15 Transcripción, ejercicios 5 y 6 I like the Percy Jackson stories. They’re by the American author Rick Riordan. I’ve got all five of the books! In the books, there are some different characters – they aren’t all in the film. For example, there’s the Cyclops. The Cyclops is a giant. He’s got a big head, big hands and big feet. He hasn’t got two eyes – he’s only got one eye. In the story, the Cyclops’ name is Tyson. Tyson isn’t a bad character – he’s Percy’s friend. Then, there are the Sirens. The Sirens are very beautiful creatures. They’ve got human faces, with long, dark hair – but they’ve got birds’ bodies, with wings and feathers. They’ve got beautiful voices – they can sing like birds – but they are very dangerous. I also like the Minotaur – this character’s in the film too. The Minotaur has got a bull’s head and a man’s body, with arms and legs. It’s got two horns and a bull’s tail. The Minotaur is Percy’s enemy!

UNIT

Vocabulary and Listening The body Ejercicio 1

1

1.13 Listen and repeat the words in the box. Which words are not parts of the human body?

wings, horns, tail

legs

feet

toes

arms

wings

hands

fingers

LOOK! Irregular plurals foot – feet tooth – teeth Ejercicio 2

1 2 3 4 5

tail

teeth

horns

The Hydra

Dragons have got two wings / fingers. Vampires have got big horns / teeth. Horses have got four arms / legs and a tail. Humans have got ten hands / toes. Unicorns have got one leg / horn. The Centaur

3 Look at the characters in the photos. What do you think the film is about?

c

a) The legend of Robin Hood b) Latin American folklore c) Greek mythology

Ejercicio 4

4

1 The Centaur 2 Medusa 3 The Hydra

Ejercicio 5 1 head 2 eye 3 hair 4 wings 5 horns 6 tail

neck

2 Choose the correct words.

1 wings 2 teeth 3 legs 4 toes 5 horn

Ejercicio 3

head

1.14 Read the descriptions. Match them to the characters in the pictures. Then listen and check.

1 This character has got a man’s head and arms and a horse’s body, legs and tail. 2 This character hasn’t got normal hair. She’s got snakes instead. She’s also got blue eyes. 3 This horrible creature is a monster with many heads. It’s got long necks and big teeth. 5

Medusa

1.15 Listen to the descriptions of three other characters from the Percy Jackson stories. Copy and complete the notes.

The Cyclops has got a big (1) … , big hands and big feet. He’s only got one (2) … . The Sirens have got long, dark (3) … . They’ve got birds’ bodies with (4) … and feathers. The Minotaur has got a bull’s head and a man’s body. It’s got two (5) … and a bull’s (6) … .

6 Listen again. Write short answers to the questions. Is the Cyclops a giant? Yes, he is. 1 2 3 4 5

Is the Cyclops Percy’s enemy? Are the Sirens beautiful? Have the Sirens got human faces? Has the Minotaur got a man’s body? Is the Minotaur Percy’s friend?


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Ejercicio 6 1 No, he isn’t. 2 Yes, they are. 3 Yes, they have. 4 Yes, it has. 5 No, it isn’t.

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Cultural awareness

The film industry Ejercicio 1

1 Read the quiz quickly and find:

six countries India, Canada, Ireland, New Zealand, Australia, South Africa four cities Bombay, Ottawa, Toronto, Vancouver three adjectives of nationality American, Indian, British

Try our quiz about films around the world!

Ejercicio 2

1 Hollywood is the centre of the American film industry. How many film studios has the city got?

a) six countries b) four cities c) three adjectives of nationality 2

Fact box English around the world People speak English in many countries around the world, including the UK, Ireland, the USA, Canada, Australia, New Zealand, South Africa and India.

1.16 Read and listen to the quiz. Then choose the correct answers.

Quiz: Are you a f ilm fan?

1 b 2 b 3 a 4 b 5 b 6 a

a) Two – Disney and Dreamworks

b) More than ten

2 India has got a big film industry. Why is it called Bollywood? a) Because Bollywood is an Indian film director. b) Because it’s a combination of Bombay and Hollywood. 3 There are film festivals in Ottawa, Toronto and Vancouver. What country are these cities in? a) Canada

b) Ireland

4 They filmed The Hobbit films in New Zealand. Who is the director? a) Pedro Almodóvar

b) Peter Jackson

5 The seven Harry Potter books are by the British writer J.K. Rowling. How many Harry Potter™ films are there? a) six

b) eight

6 Nicole Kidman, Russell Crowe and Sam Worthington are famous actors. Where are they from? a) Australia

b) South Africa

Word check film industry film studio film director film festival

3


CULTURAL

COMPARISON

4 Answer the questions. 1 Has your country got any film studios? Where? 2 Who are the most famous actors in your country? 3 When and where are the film festivals in your country? 14

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InteractiveCulture Grammar video: Table: Bollywood Workbook filmpage industry xx

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Cultural awareness The film industry Objetivos de la lección • hacer un quiz de una revista de cine • aprender a buscar información específica dentro de un texto • Hablar sobre la industria cinematográfica de su país

Finished? Los que acaben antes pueden escribir dos preguntas más para el quiz sobre películas españolas con dos respuestas posibles, una correcta y otra incorrecta. En parejas, que se hagan preguntas y que las respondan.

CULTURAL

Warmer Diles que cierren los libros y escribe English en la pizarra. En parejas, que anoten los países en donde se habla inglés y luego escucha sus respuestas. Que abran los libros y las comprueben consultando el cuadro English around the world.

1 • Comprueba que entienden el ejercicio. • Diles que lean el quiz y que busquen seis países, cuatro ciudades y tres gentilicios. • Que comparen las respuestas en parejas. • Compruébalas con toda la clase.

2

1.16 • Pon el CD y diles que vayan leyendo el quiz mientras escuchan. • Individualmente, que respondan las preguntas. • En parejas que las comparen.

3

COMPARISON

4 • Individualmente, que escriban las respuestas a las preguntas. • Que las comparen en parejas. • Escuchad todos juntos las respuestas. Culture video: Bollywood film industry

1.17 Transcripción, ejercicio 3 1 b There are more than ten film studios in Hollywood. 2 b Bollywood is a combination of Bombay and Hollywood. 3 a Ottawa, Toronto and Vancouver are in Canada. 4 b Peter Jackson is the director of The Hobbit films. 5 b There are eight Harry Potter films. 6 a Nicole Kidman, Russell Crowe and Sam Worthington are from Australia.

1.17 • Pon el CD para que los niños comprueben si las respuestas son correctas.

Word check Comprueba que entienden las palabras nuevas y diles que las traduzcan.

Culture note Bombay es la capital de la industria cinematográfica india, conocida como Bollywood, la mayor productora de películas del mundo. Hollywood, en California, genera 500 películas anuales para unos 2.600 millones de espectadores, mientras que Bollywood produce 1.000 películas con una audiencia de 3.000 millones.

T 14

Grammar Question words

4 • Individualmente, escriben las respuestas a las preguntas del ejercicio 3. • En parejas, que se hagan las preguntas y las respondan. • Escucha las preguntas de algunas parejas.

Objetivos de la lección prender las partículas interrogativas, y • a utilizarlas • aprender a formular preguntas

CLIL

Warmer Escribe una w en la pizarra y diles que, en parejas, tienen dos minutos para anotar todas las palabras que sepan empezadas por esta letra (p. ej. write, white, wing, with, what). La pareja que consiga más palabras correctas es la ganadora. Es probable que también se les ocurran partículas interrogativas, lo que les servirá para preparar el próximo ejercicio.

1 • Los alumnos leen las preguntas de la tabla y traducen las palabras en azul. • Destaca la diferencia de pronunciación who /hu:/ y how /haʊ/, ya que son palabras que suelen confundirse muy a menudo. • Señala el uso distinto de where en Where is the actor? y Where is the actor from? Pídeles que traduzcan las dos oraciones. • Luego, que intenten responder las preguntas. • Comprueba las respuestas con todo el grupo.

Look! Destaca que, en general, cuando alguien hace una pregunta que empieza por Why ...?, la respuesta es Because... Lee la pregunta de ejemplo y la respuesta en voz alta.

2 • Comprueba que los niños entienden el ejercicio y diles que pueden mirar la tabla del ejercicio 1 si lo necesitan. • Individualmente, que completen las preguntas y las relacionen con las respuestas. • Que comparen las respuestas en parejas. • Comprobadlas todos juntos. • Pregúntales quién es el personaje (Mortadelo). EXPRESS YOURSELF

3 • Diles que lean la pregunta de ejemplo. • Individualmente, que escriban las preguntas. • Compruébalas con toda la clase. T 15


Culture note El primer cómic (comic book) se publicó en los EE. UU. en 1933, cuando se empezaron a reproducir tiras cómicas de periódicos. Sin embargo, un cómic no tiene que ser necesariamente divertido. Actualmente, existen cómics de muchos géneros diferentes: terror, ciencia ficción, aventuras.

5

6

• Este ejercicio sirve para practicar be y have got en present simple. • Pídeles que lean el texto • Que escojan la opción correcta. • En parejas, que comparen sus respuestas.

1.18 • Pon el CD, que escuchen las respuestas del ejercicio 5 y las corrijan.

Extra activity Diles que se pongan en parejas para hacer un dictado con las cuatro primeras oraciones del ejercicio 5. Cuando hayan escrito las dos primeras oraciones, que se intercambien los papeles.

CLIL task Los alumnos escogen a un superhéroe y con la ayuda de internet hacen una lista de películas relacionadas con el personaje de cómic. Pronunciation lab: Rhythm and intonation, página 124 Digital course: Interactive grammar table Study guide: pág. 19

UNIT

Grammar

Question words Ejercicio 1 Who – Peter Jackson What – Hobbits Which – Canada Where – Australia When – September Why – He’s an actor and singer. How – eight How – seventeen

1 Look at the table. Translate the blue words into your language. Can you answer the questions? question words

Who is the director of The Hobbit films? What is The Hobbit about? Which country is Ottawa in? Where is the actor Sam Worthington from? When is the San Sebastián film festival? Why is Zac Efron famous? How many Harry Potter™ films are there? How old is Harry Potter in the final film? LOOK! Why is India’s film industry called Bollywood? Because it’s a combination of Bombay and Hollywood.

Ejercicio 2 1 Where, b 2 What, d 3 How, e 4 Why, a 5 Who, c The character is Mortadelo.

2 Complete the questions with question words from exercise 1. Then match them with answers a–e. Who is it? 1 2 3 4 5

… is he from? … colour hair has he got? … old is he? … is he famous? … is his best friend?

CLIL


5 Read the text and choose the correct answers. Ejercicio 5 6


1 are 2 aren’t 3 haven’t 4 is 5 has 6 are 7 are 8 Who

Comic books (1) is / are very popular around the world. They (2) isn’t / aren’t difficult to read because they (3) hasn’t / haven’t got many words. Today, many films are based on comic book characters, such as Spider-Man™, Batman and the X-Men. Superman (4) is / are the original superhero from the 1930s. Japan (5) is / has got a lot of comic book characters on screen too. Anime film heroes like Akira and Astroboy (6) am / are from Japanese Manga comics. In Spain, the most famous comic-book characters (7) is / are probably Mortadelo and Filemón. (8) When / Who are your favourite comic characters?

a) Because he’s a comic character. b) He’s from Spain. c) His best friend is Filemón. d) He hasn’t got any hair! e) He is over 50. EXPRESS YOURSELF Ejercicio 3 1 Where are you from? 2 What colour eyes have you got? 3 When is your birthday? 4 Who are your favourite actors? 5 How many cousins have you got? 6 Which country is Manchester in?

3 Order the words to make questions. old / you / are / How ? How old are you? 1 you / from / Where / are ? 2 got / What / colour / have / eyes / you ? 3 birthday / When / your / is ? 4 your / are / Who / favourite / actors ? 5 cousins / got / you / have / many / How ? 6 country / is / Which / in / Manchester ? 4 Work in pairs. Ask and answer the questions in exercise 3.

How old are you? I’m twelve years old.

CLIL TASK Choose a superhero: • Superman • Wonder Woman • Batman Find out about all the films based on the comic books.

1.19 Pronunciation lab: Rhythm and intonation, page 124 Digital course: Interactive Interactive grammar Grammar table Table: Workbook page Study xx guide: page 19

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integrated skills

integrated sk

At the cinema Hi! I’m going to see Star Trek with my family. Which film do you want to see?

PARADISE CINEMA PRESENTS…

DESPICABLE ME 2D SCREEN

ROW

6

M

28/09

17.30

DATE

TIME

SEAT

15 PRICE

£6.50

PR ES EN TS … MO VI E CI NE MA

STAR TREK 3D RO W N SC RE EN 4

SE AT

12

PR ICE : £7.00 TIM E: 18.30 DATE : 23/09

MO VIE CIN EM A PR ESE NT S…

THE AMAZIN SPIDER-MAN G 3D SC RE EN 1 RO W E SEAT 19

Step 1: Read 1 Look at the cinema tickets. Guess the meaning of the words in the box. How do you say them in your language? screen

row

seat

SKILLS BUILDER Reading: Guessing meaning Don’t worry if you can’t understand every word. You can often guess the meaning from the context. 2 Read the information on the tickets again. Answer the questions.

Ejercicio 2 1 October 18th at 16.00 2 3D 3 18.30 4 £6.50 5 six

DATE: 18/10 TIM E: 16.00 PRI CE: £7.00

Where is Star Trek on? It’s on at Movie Cinema. 1 When is The Amazing Spider-Man on? 2 Is Star Trek in 2D or 3D? 3 What time is Star Trek on? 4 How much are the tickets at Paradise Cinema? 5 What screen is Despicable Me on?

Step 2: Listen 3

1.20 Listen to three people talking about the films in exercise 1. Write the names of the films in the order you hear them.

4 Listen again. Choose the correct answers. Speaker 1 1 In his opinion, this film is funny / terrible. 2 Most of the characters are monkeys / yellow. Speaker 2 3 There are aliens / wizards in this film. 4 The film has got great special effects / music. Speaker 3 5 This is an action / a science fiction film. 6 The film is in 2D / 3D.

Ejercicio 3 1 Despicable Me tar Trek 2 S 3 The Amazing Spider-Man

Ejercicio 4 1 funny 2 yellow 3 aliens 4 special effects 5 action 6 3D

16

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Integrated skills At the cinema Objetivos de la lección • practicar las cuatro destrezas • leer la información en unas entradas de cine • escuchar a personas hablando de cine • escribir un diálogo personalizado • representar el diálogo

Step 2: Listen 3

1.20 • Comprueba que entienden lo que les piden, y diles que deben averiguar las tres películas a partir del diálogo. • Pon el CD y diles que escriban el título de cada película. • Luego, que las comparen en parejas. • Comprobadlas todos juntos.

4 • Primero, haz que lean las oraciones y las Warmer Pide a los niños que lean lo que dice Hazel y escribe en la pizarra la pregunta Which film do you want to see? Que la respondan en parejas y luego escuchad las respuestas todos juntos.

Step 1: Read 1 • Los alumnos leen las entradas de cine y buscan las tres palabras del cuadro. • Luego, que los niños intenten adivinar su significado. • En parejas, las traducen a su lengua. • Comprueba las respuestas con toda la clase.

Skills builder Reading: Guessing meaning Explícales que no siempre es necesario que entiendan todas las palabras de un texto y que, a veces, es posible averiguar el significado de las palabras nuevas gracias al contexto. Por ejemplo, pueden adivinar lo que quiere decir umbrella a través de la oración It’s raining today so John has got his umbrella.

posibles respuestas con atención. • Vuelve a poner el CD y diles que escojan las respuestas correctas. • Comprueba las respuestas con toda la clase.

1.20 Transcripción, ejercicios 3 y 4 1 It’s a really funny film! The main characters are Gru and all the little yellow creatures... some of them have only got one eye! Gru is big and fat. He’s the villain. It’s a really original film, I recommend it! 2 I really enjoyed it ... it’s a science-fiction film. It’s based on the old Star Trek films, but the story is new. Chris Pine is the main actor. There are lots of different characters, including aliens! They’re cool but they’re a bit scary. The film has got great special effects too... 3 ... yes, it’s an action film, it’s based on the comic. My favourite character is Peter Parker – the boy who becomes Spider-Man, of course! The actor Andrew Garfield plays him in this film. It’s such an exciting film and it’s in 3D too …

2 • Lee la pregunta de ejemplo y la respuesta en voz alta para todo el grupo. • Que lean las preguntas con atención. • Que se fijen en las entradas y busquen las respuestas. • Luego, que las comparen en parejas. • Comprobadlas todos juntos, señalando que Six pounds fifty puede simplificarse: six fifty.

T 16

Integrated skills – continued Buying tickets 5

1.21 • En parejas, que los alumnos lean el diálogo en voz alta. • Haz que se fijen en las cuatro opciones (1–4). • Pon el CD para que escojan las respuestas correctas. • Comprueba las respuestas con toda la clase, destacando que g /dʒi:/ y j /dʒeɪ/ no se pronuncian igual.

6 • Vuelve a reproducir el CD, parando después

de cada intervención para que los niños la repitan juntos. • Señala la acentuación de las preguntas: What time? How many people? How much is it? • Diles que repitan estas preguntas unas cuantas veces en grupo e individualmente con la acentuación y la entonación correctas. • En parejas, que practiquen los diálogos y que luego se intercambien los personajes.

Step 3: Write 7 • Los niños escogen una película de la página 16 (u otra que les guste). • Que anoten sus respuestas.

8 • Individualmente, que redacten un diálogo basándose en el ejercicio 5 y en las oraciones esenciales para comprar entradas del Communication kit. • Obsérvalos mientras escriben, ayudándolos si es necesario.

Step 4: Communicate 9 • En parejas, que practiquen el diálogo. • Que practiquen un poco más intercambiándose los papeles en los dos diálogos.

10 • Di a algunas parejas que interpreten el diálogo para toda la clase. • Los niños deben levantar la mano si otra pareja ha elegido la misma película, hora, personas o precio. Esto hará que estén atentos a las intervenciones de los compañeros. Integrated skills: Workbook, pág. 111

T 17

UNIT

egrated skills integrated skills BUYING TICKETS

Next, please! What time? Yes, no problem. How many people? OK. I’ve got four seats in row (3) G / J.

Ejercicio 5 1 3D 2 half past six 3 J 4 £28

5

Hello, have you got tickets for Star Trek in (1) 2D / 3D please? At (2) half past six / eight o’clock. Four, please – two adults and two children. That’s fine. How much is it?

Have you got 3D glasses?

Yes, we have.

OK. So that’s (4) £18 / £28 please.

Here you are.

Thanks. Here’s your change.

Thanks. Bye!

1.21 Listen to the dialogue and choose the correct answers for 1–4.


Step 3: Write


Next, please! Hello, have you got tickets for … ?

7 Choose one of the films on page 16, or use your own ideas. Copy and complete the notes.


COMMUNICATION KIT

Film: … 2D or 3D? What time? How many people? Ticket prices?

Buying tickets

8 Prepare a new dialogue. Write both parts. Use the model dialogue in exercise 5 and your notes from exercise 7 to help you.

Next, please! Hello, have you got tickets for … ?

Step 4: Communicate

Next, please! Have you got tickets for … ? What time? How many people? I’ve got … seats in row … . How much is it? Have you got 3D glasses? Here’s your change.


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Writing

A description Ejercicio 1 1 the planet Pandora 2 blue 3 no 4 Neytiri’s best friend 5 yes 6 yes

Neytiri and Seze Neytiri and Seze are my favourite characters from the first Avatar film. Neytiri’s a warrior princess from the planet Pandora. She’s three metres tall and she’s got blue skin. Neytiri’s eyes are green and she’s got long, black hair. Her ears are big and she’s got a long tail like a lion.

Ejercicio 3 is Neytiri’s a warrior princess; She’s three metres tall; He’s green; He’s like a dragon has she’s got bue skin; she’s got long, black hair; she’s got a long tail; he’s got four wings; it’s got fantastic special effects possession Neytiri’s eyes are green; Seze is Neytiri’s best friend

Ejercicio 4 1 Her character’s name is Neytiri. (possession) 2 Zoë’s got brown eyes. (has) 3 Her hair’s long and dark. (is) 4 Zoë’s from the USA. (is) 5 Zoë’s mother is from Puerto Rico. (possession)

Seze is Neytiri’s best friend. He’s green, and he’s got four wings and a tail. Neytiri flies on Seze. He’s like a dragon and a bird combined. This film is in 3D and it’s got fantastic special effects. I can’t wait for the next Avatar film!

1

1.22 Read and listen to the description. Then answer the questions.

1 Where is Neytiri from? 2 What colour is her skin? 3 Has Neytiri got wings?

4 Who is Seze? 5 Has Seze got a tail? 6 Can Seze fly?

2 Read the Writing focus. Translate the sentences into your language.

WRITING FOCUS ’s = is, has, or possession ’s = is Neytiri’s (= Neytiri is) a warrior princess. ’s = has She’s (= She has) got blue skin. ’s = possession Neytiri’s eyes are green. (= possession) 3 Look at the description in exercise 1 again. Are the examples in blue is, has or possession? 4 Rewrite the sentences with an apostrophe (’). Are they is, has or possession? Zoë Saldanas an actor. ✘ Zoë Saldana’s an actor. = is 1 2 3 4 5

Her characters name is Neytiri. ✘ Zoës got brown eyes. ✘ Her hairs long and dark. ✘ Zoës from the USA. ✘ Zoës mother is from Puerto Rico. ✘

18

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Writing task Describe a character in one of your favourite films. Plan Choose your character and make

notes.

Name of character? Which film is he / she / it in? Where is he / she / it from? Physical description (hair, eyes, body, other characteristics) Special abilities? Write Write your description. Use your notes and the description in exercise 1 to help you. Give your description a title. Check Check your writing.

✔ ’s for is, has or possession ✔ the correct forms of be and have got ✔ vocabulary for the body and describing people


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Writing A description Objetivos de la lección • leer una descripción de dos personajes de cine • usar ’s referido a is o has, o para indicar posesión • redactar una descripción de un personaje

Warmer Piensa en un personaje de película que sea conocido (uno de esta unidad, o que sea muy famoso en España y tenga la misma edad que los niños). Luego, diles que te hagan preguntas (p. ej. Is she young? Has she got black hair?). Solo puedes usar respuestas breves con Yes o No. Continúa hasta que adivinen el nombre del personaje.

1

4 • Haz que se fijen en la oración Zoë Saldanas an actor y señala donde va el apóstrofo. • Individualmente, escriben las oraciones con los apóstrofos en el sitio correcto. • En parejas, que comparen las respuestas. • Comprobadlas todos juntos, y pregúntales cuándo podemos sustituir ’s por is o has, o si se refiere a posesión.

Writing task El objetivo de este ejercicio es que los niños redacten un texto utilizando ’s correctamente. Además, también les servirá para practicar el uso de be y have got, emplear vocabulario referido a partes del cuerpo y describir a personas. Pídeles que sigan las indicaciones del Student’s Book, y en el paso Check, que se intercambien los cuadernos con un compañero y corrijan el texto.

1.22 • Primero, que lean las preguntas con atención. • Pon el CD para que los niños escuchen y lean la descripción en el libro. Cuando termine, escriben las preguntas. • En parejas, que comparen las respuestas. • Corregidlas todos juntos.

Writing reference and practice: Workbook, pág. 120

2 • Escribe ’s en la pizarra. • Diles que, en inglés, tiene tres usos distintos. • Luego, que lean las oraciones de ejemplo del Writing focus y las traduzcan. • Comprueba las respuestas con todo el grupo y destaca que en las dos primeras oraciones podemos emplear las formas plenas de ’s (is y has), pero que no es posible en la tercera.

3 • Los niños buscan los ejemplos en azul de ’s dentro del texto. • Luego, que digan qué significa cada ’s: is, has o posesión. • En parejas, que comparen las respuestas. • Comprobadlas todos juntos.

T 18

Study guide Grammar, Vocabulary and Speaking Explica a los alumnos que la Study guide es una página importante que aporta información útil sobre el lenguaje de la unidad: la gramática, el vocabulario y el lenguaje funcional de las Integrated skills. Diles que pueden consultarla para preparar un test o un examen.

Speaking

Grammar

Workbook

• Haz que lean las oraciones de ejemplo con have got y asegúrate de que aprenden a escribir el verbo correctamente. • Luego, diles que miren las oraciones de ejemplo con las partículas interrogativas y asegúrate de que las comprenden. Que las traduzcan si es necesario. • Diles que consulten la Grammar reference en las páginas 84 y 85 del Workbook para acabarlo de comprobar.

Progress check, página 14 • Self-evaluation, página 15 • Grammar reference and practice, página 84 • Vocabulary extension, página 102 • Integrated skills, página 111 • Writing reference and task, página 120 •

• Comprueba que entienden el significado de las expresiones para comprar entradas. • Explícales que tienen que representar un diálogo entre un vendedor y un cliente.

Additional material

Vocabulary • Di a los niños que lean la lista de palabras y comprueba que las entienden. • Diles que consulten la Wordlist de la página 151 del Workbook si han olvidado algunas palabras.

T 19


Tests and Exams

• ‘Pulse Basics worksheets’, páginas 5–10 • ‘Vocabulary and grammar consolidation worksheets’, páginas 3–6 • ‘Translation and dictation worksheets’, páginas 2, 12 • ‘Evaluation rubrics’, páginas 1–7 • ‘Key competences worksheets’, páginas 1–2 • ‘Culture and CLIL worksheets’, páginas 1–4 • ‘Culture video worksheets’, páginas 1–2 • ‘Digital competence worksheets’, páginas 1–2 • ‘Macmillan Readers worksheets’, páginas 1–2

• Test de la Unidad 1: Basic, Standard y Extra • CEFR Skills Exam Generator

UNIT

Study guide Grammar

Vocabulary

have got

Describing people

dark hair.

average beard curly dark eyebrows fair grey

fair hair.

The body

affirmative

I / You have got He / She / It has got We / You / They have got negative

I / You haven’t got He / She / It hasn’t got We / You / They haven’t got questions

short answers

Have I / you got red hair? Has he / she / it got red hair? Have we / you / they got red hair?

Yes, I / you have. No, I / you haven’t. Yes, he / she / it has. No, he / she / it hasn’t. Yes, we / you / they have. No, we / you / they haven’t.

Question words question words

Who is the director of Avatar? Which actors are in the film? What is the story about? Where is Zoë Saldana from? When is Zoë’s birthday? Why is Zoë Saldana famous? How many Avatar films are there? How old is Zoë?

arms feet fingers hands head horns

lips long moustache short slim tall wavy

legs neck tail teeth toes wings

Speaking Buying tickets Next, please! Have you got tickets for ... ? What time? How many people? I’ve got … seats in row ... . How much is it? Have you got 3D glasses? Here’s your change.

LEARNING TO LEARN Think of people you know and write sentences to describe them. You can remember things better if you write something that is true for you.


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UNIT

school days

Objetivos de la unidad y competencias clave En esta unidad los alumnos aprenderán… • a entender, memorizar y usar correctamente vocabulario del aula CCL CMCT • a entender, memorizar y usar correctamente expresiones de actividades cotidianas CCL CSC • a entender y usar correctamente estructuras gramaticales en presente y hacer paralelismos con su lengua materna CCL CAA • sobre los colegios privados y las actividades extraescolares en el Reino Unido CCL CMCT CEC • a pedir información CCL CSC • sobre un día cualquiera en un colegio inglés viendo un vídeo corto CCL CMCT CEC

En esta unidad los alumnos aprenderán a... • buscar información específica sobre una escuela de artes escénicas en un artículo de una revista CLC CMCT CEC • buscar información sobre músicos famosos CCL CD CEC SIE

• buscar información específica en un programa de radio sobre una escuela de ballet CCL CEC • hablar sobre las diferencias entre su centro y los que aparecen en el libro CCL CMCT CEC • escribir un cuestionario CCL CMCT • leer un tablón de anuncios y apuntarse a una actividad extraescolar CCL CSC


Destrezas



• Materias escolares: maths, art, history, etc. • Actividades cotidianas: have a shower, go to school, have dinner, etc.

• Leer un artículo en una revista sobre una escuela de artes escénicas • Leer un texto sobre la vida en un colegio privado • Leer un tablón de anuncios

Gramática


• Present simple: afirmativa y negativa • Present simple: preguntas y respuestas breves

• Escribir un diálogo personalizado • Escribir un cuestionario en tres pasos: planear, escribir, repasar

Lenguaje útil

• Escuchar un programa de radio sobre la vida en una escuela de ballet • Escuchar cómo es un día cualquiera en un colegio • Prepararse para hacer un ejercicio de listening con dos opciones de respuesta: verdadero / falso

• Pedir información

Pronunciación • Las sílabas y la acentuación • Terminación de los verbos en tercera persona

Comprensión oral

Expresión oral: interacción • Intercambiar información sobre horarios escolares

Expresión oral: producción • Preparar y representar un diálogo sobre actividades extraescolares

Destrezas para el aprendizaje permanente Autoaprendizaje y autoevaluación • ‘Study guide’: Student’s Book, página 29 • ‘Progress check’ y ‘self-evaluation’: Workbook, páginas 22–23 • ‘Grammar reference’ y ejercicios: Workbook, páginas 86–87 • ‘Wordlist’: Workbook, páginas 151–157

Estrategias de aprendizaje y destrezas del pensamiento • Lectura transversal de un texto para captar las ideas esenciales • Leer con atención las diferentes opciones antes de un listening

Conciencia cultural • Escuelas estatales e internados en el Reino Unido • Comparar un internado inglés con su colegio o instituto

Contenidos interdisciplinares • Matemáticas: información numérica • Tecnología: buscar información en internet • Lengua y literatura: leer horarios, convenciones para responder un cuestionario

Competencias clave Competencia en comunicación lingüística CMCT Competencia en matemáticas, ciencia y tecnología CD Competencia digital CAA Aprender a aprender CSC Competencias sociales y cívicas SIE Sentido de la iniciativa y emprendimiento CEC Conciencia y expresión cultural CCL


External exam trainer • Listening con dos opciones: verdadero / falso

Materiales digitales Pulse Live! Digital Course, que incluye: • Tablas de gramática interactivas • Vídeo modelo de expresión oral: pedir información • Vídeo con material cultural: un día cualquiera en un colegio del Reino Unido Página web del alumno

Competencia digital • Web quest: buscar información sobre un cantante famoso • Worksheet de competencia digital: hacer un podcast

Materiales de refuerzo • Teacher’s Resource File: ‘Basics’, páginas 11–16 • Teacher’s Resource File: ‘Vocabulary and Grammar Consolidation worksheets’, páginas 7–8

Materiales de ampliación • Actividad para fast-finishers: Student’s Book, pág. 21–22 • Actividades extra: Teacher’s Book, página T22 • Teacher’s Resource File: ‘Vocabulary and Grammar Extension worksheets’, páginas 9–10

Teacher’s Resource File • ‘Translation and dictation worksheets’, páginas 3, 13 • ‘Evaluation rubrics’, páginas 1–7 • ‘Key competences worksheets’, páginas 3–4 • ‘Culture and video clip worksheets’, páginas 3–4 • ‘Digital competence worksheets’, páginas 3–4 • ‘Macmillan Readers worksheets’, páginas 1–2 U 2

UNIT THINK ABOUT IT What’s your favourite school subject? And your least favourite?

Vocabulary and Speaking School subjects 1

1.23 Look at the poster. Listen and repeat the subjects in blue.

2 Look at pictures a–f. Which subjects can you see?

Ejercicio 2 a music b art c dance d ICT e PE f drama

THE SCHOOL OF PERFORMING ARTS

3 Copy and complete the sentences to make them true for you. 1 2 3 4

On Mondays I’ve got … and … . I study English on … and … . I’m good at … and … . … isn’t my favourite subject.

IN YEAR 1, YOU STUDY: Nine obligatory subjects and one option OBLIGATORY SUBJECTS: English, maths, science, ICT, history, PE, technology, citizenship and one foreign language (French, Spanish or German) OPTIONS: art, drama, music, dance a

b

LOOK! on Tuesday(s) in the morning / afternoon at the weekend c

EXPRESS YOURSELF

4 In your notebook, design your perfect Friday. Choose your favourite subjects. d

e

Friday 10-11

Drama

11-12 12f

5 Work in pairs. Ask and answer questions about your timetables. Who has got the best Friday?

What have you got on Friday morning? I’ve got drama at 10 o’clock and then … .

20

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ICT = Information and Communication Technology PE = Physical Education


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Vocabulary and Speaking School subjects Objetivos de la lección • aprender / repasar las materias escolares • repasar los días • aprender / repasar las horas • pensar cómo sería un día perfecto en la escuela

3 • Individualmente, completan las oraciones para que sean verdaderas para ellos. • Puede que tengas que ayudarles en caso de que escriban materias que no aparecen en la lista del póster. • Que comparen las respuestas en parejas o grupos pequeños. • Luego, comprobadlas todos juntos.

Look! Warmer Di a los alumnos que se pongan en parejas y que tienen dos minutos para escribir todas las materias escolares que sepan (p. ej.: English, maths, science). Anímalos a responder y escribe lo que te digan en la pizarra para preparar el próximo ejercicio.

Think about it Individualmente, piensan cuál es su asignatura favorita y la que menos les gusta. Que comparen las respuestas en parejas, y luego comprobadlas todos juntos.

1

1.23 • Los alumnos miran el póster. • Pon el CD para que escuchen las materias escolares en azul y las repitan. • Asegúrate de que pronuncian y acentúan correctamente estas palabras: ICT, technology, citizenship.

Culture note En el Reino Unido, citizenship (Educación para la ciudadanía) es una materia en la que los niños aprenden los derechos y deberes que tienen las personas como ciudadanos, y se estudian conceptos como la democracia, la justicia, las identidades y la diversidad.

2 • Los niños observan las seis fotos y escriben a qué materia se refieren. • En parejas, comparan las respuestas. • Compruébalas con todo el grupo.

Destaca que se usan distintas preposiciones para referirse a los días (on Tuesday(s), etc.), a las partes del día (también in the evening) o al fin de semana (at the weekend). Señala que at también se emplea para indicar las horas (at ten o’clock, at half past four, etc.).

Language note Explica que usamos el plural: on Mondays, on Tuesdays, etc. para decir “todos los lunes”, “todos los martes”... Si no ponemos la -s, entonces nos estamos refiriendo a un día concreto, p. ej.: This term finishes on Friday. EXPRESS YOURSELF

4 • Explícales qué es un día perfecto (un día en el que todo lo que haces es interesante y divertido). • Que escriban en sus cuadernos el horario de un viernes perfecto, con un mínimo de cinco materias. • Comprueba las respuestas con todo el grupo, asegurándote de que pronuncian bien todas las asignaturas.

5 • Escoge a dos niños para que lean en voz alta la pregunta y la respuesta de ejemplo. • Diles que se pongan en parejas. • Que se hagan preguntas relacionadas con su viernes perfecto y las respondan, y luego digan qué horario prefieren. Vocabulary extension: Workbook, pág. 103

T 20

Reading Text type: A magazine article Objetivos de la lección leer un artículo de una revista sobre • una escuela de artes escénicas y tecnología • comparar su centro escolar con el del artículo

Enlace web recomendado www.brit.croydon.sch.uk

Warmer Repasad las materias de la lección anterior. Escribe en la pizarra la primera y la última letra de seis asignaturas, sustituyendo con rayas las demás, p. ej.: h _ _ _ _ _ y (history), y diles que las completen. Luego, que las comparen en parejas. Pide a algunos alumnos que vayan a la pizarra a escribir la letra que corresponda en cada espacio.

1

1.24 • Los niños miran las fotos y dicen si conocen a los cantantes (Jessie J. y Rizzle Kicks, ver el cuadro Culture note). • Pon el CD y diles que lean el artículo en sus libros mientras escuchan.

Word check Comprueba que entienden las palabras nuevas pidiéndoles que las traduzcan al castellano. Asegúrate de que entienden gym (lugar para impartir las clases de Educación Física).

Culture note Haz que se fijen en las fotos de los cantantes y en el cuadro Did you know? Explícales que Jessie J. nació en Londres en 1988, y que ha ganado unos cuantos premios como cantante y compositora. En 2008, Jordan ‘Rizzle’ Stephens y Harley ‘Sylvester’ Alexander-Sule crearon Rizzle Kicks. Leona Lewis, nacida el 1985 en Londres, se hizo famosa gracias al programa de televisión Factor X. The Kooks es un grupo de rock alternativo de Brighton (Inglaterra).

T 21

2 • Escribe en la pizarra los verbos, go, cost, perform, wear y study y comprueba que saben su significado. • Asegúrate de que entienden todas las oraciones. • Que las lean y te digan si son verdaderas o falsas. • Que corrijan las que sean falsas con la información del artículo. • Comprueba las respuestas con toda la clase.

3 • Que lean las preguntas y busquen las respuestas dentro del texto. • Que las comparen en parejas. • Comprobadlas todos juntos. EXPRESS YOURSELF

4 • Haz que lean la pregunta de ejemplo y diles que respondan pensando en su escuela. • Individualmente, que escriban tres oraciones para explicar las diferencias. • Compruébalas con toda la clase.

Finished? Pide a los que acaben antes que escriban dos o tres oraciones explicando por qué (o por qué no) irían a la escuela BRIT.

Web quest Los niños buscan información sobre un cantante famoso de la escuela BRIT. Haz que se fijen en el Web quest tip.

1 • Los alumnos escogen a uno de los tres cantantes del texto. 2 • Que escriban tres preguntas sobre cosas que les gustaría saber de esa persona, p. ej.: How old is she? What is her home town? 3 • Luego, que se intercambien las preguntas con un compañero. • Pídeles que abran un navegador de internet, como el Internet Explorer. • Que vayan a un buscador (Google, p. ej.) y tecleen el nombre del cantante elegido. • Que busquen las respuestas a las tres preguntas planteadas por el compañero.

UNIT

Welcome to the

T

he BRIT School in London is a very special place. It’s a school for performing arts and technology and many of its past students are famous.

Students go to the BRIT School when they’re 14 years old. It’s free – it doesn’t cost anything – but there are only about 140 places each year. The school has got excellent facilities. It’s got a gym, a recording studio and a theatre. In the theatre, students perform concerts and musicals.

BRIT School students don’t wear a uniform. They study obligatory subjects like English, maths, science and PE. They also do a special course in art, technology, media or performing arts. Jessie J is a past student of the BRIT School. She’s a very popular singer.

DID YOU KNOW? Other famous past students include Rizzle Kicks, Leona Lewis and The Kooks! Word check performing arts facilities recording studio media

Reading

A magazine article 1

1.24 Look at the pictures. Do you know

these singers? Then read and listen to the article. Ejercicio 2 1 False They go to the school when they’re 14. 2 False The school is free – it doesn’t cost anything. 3 False They perform concerts in the theatre. 4 False Students don’t wear a uniform. 5 True

2 Check the meaning of the verbs in bold. Are the sentences true or false? Correct the false sentences. 1 2 3 4 5

Students go to the school when they’re 12. The school costs a lot of money. Students perform concerts in the gym. Students wear a blue and grey uniform. All students study English and maths.

3 Read the article again and answer the questions. Ejercicio 3 1 2 3 4 5

Where is the BRIT School? Is it a normal school? Why (not)? What facilities has the school got? What are the obligatory subjects? What are the special courses?

4 Is your school similar to the BRIT School? Write three differences.

Students go to my school when they are 12 years old.

FINISHED?

WEB QUEST Find out about a famous singer from the BRIT School. Before you search 1 Choose one of the famous singers in the text about the internet, decide the BRIT School. exactly what 2 Write three things you want to know about this person. information you’re 3 Pairwork: swap your questions with another student. looking for. Grammar Table: Workbook page xx Search the internet Interactive for answers.

9780230429697_Pulse_02.indd 21

Do you want to go to the BRIT School? Why (not)? I want / don’t want to go there because ...

1 In London. 2 No. It’s a school for performing arts and technology. 3 A gym, a recording studio and a theatre. 4 English, maths, science and PE. 5 Art, technology, media and performing arts.

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Grammar

Present simple: affirmative and negative Ejercicio 1

1 Copy and complete the table with study, sings, don’t and doesn’t.

1 sings 2 study 3 doesn’t 4 don’t

4 Change the words in bold to make the sentences true for you. Write one negative and one affirmative sentence. I study English on Sundays. I don’t study English on Sundays. I study English on Mondays.

affirmative

I / You like He / She/ It (1) … We / You / They (2) …

the BRIT School. with The Kooks. science and PE.

1 2 3 4 5

negative

I / You don’t study He / She / It (3) … live We / You / They (4) … wear

performing arts. at school. a uniform.

word order subject + verb + other words. They (don’t) wear a uniform. 2 Read the spelling rules on page 29. Then write the third person form of the verbs in the box.

starts studies has finishes performs goes

start

study

have

finish

perform

3 Copy and complete the sentences with the correct form of the verbs in brackets. 1 2 3 4 5 6

Ejercicio 3 1 goes 2 studies 3 start 4 like 5 sings 6 loves

1.25 Complete the text with the correct form of the verbs in brackets. Then listen and check.

FROM SKATEBOARDING TO BALLET

LOOK!

Ejercicio 2

5

I go to the BRIT School. My teacher lives in England. My classes start at ten o’clock. My school day finishes at six o’clock. We study 20 subjects.

Anna … (go) to the BRIT School. She … (study) performing arts. Classes … (start) at 8.45 in the morning. Anna and her classmates … (like) music. Anna … (sing) and she plays the guitar. She … (love) her school!

go

Louis Moore (1) loves (love) skateboarding, but now he’s got a new passion – ballet! Louis (2) … (go) to The Royal Ballet School in London. The school is very prestigious. It (3) … (cost) over £20,000 a year, but Louis’ parents (4) … (not pay) because he’s got a scholarship.

Ejercicio 5 2 goes 3 costs 4 don’t pay 5 doesn’t live 6 says 7 think 8 studies 9 dances

Louis’ parents live in Birmingham, but he (5) … (not live) with them now. He only goes home at the weekends. His mum misses him! And what about his friends? Louis (6) … (say) they’re very happy for him and they (7) … (think) it’s great! At ballet school, Louis (8) … (study) normal subjects like English, maths and science. But he also (9) … (dance) every day. He’s very good at ballet because he’s got perfect balance. The skateboarding is good practice!

ANALYSE In the present simple in English, the third person verb is different. What about in your language? 1.26–1.27 22

9780230429697_Pulse_02.indd 22

Pronunciation lab: Syllables and word stress, page 124

Digital course: Interactive Interactive grammar Grammar tableTable: Workbook page xx Study guide: page 29

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Grammar Present simple: affirmative and negative

3 • Pídeles que miren la foto y luego diles que la chica se llama Anna. • Que hagan el ejercicio individualmente. • Comprueba las respuestas con toda la clase.

Objetivos de la lección aprender a formar el present simple en • afirmativa y negativa usar el present simple en la tercera persona • del singular para escribir sobre alguien emplear el present simple para escribir • sobre ellos mismos

Finished? Pide a los que acaben antes que escriban las seis oraciones en negativa para hablar de otra chica (Petra) que no va a la escuela BRIT.

4 • Di a los alumnos que lean las oraciones de ejemplo y asegúrate de que comprenden lo que tienen que hacer con las palabras en negrita. Haz más de un ejemplo si es necesario. • Que escriban las oraciones individualmente y que luego las comparen en parejas. • Compruébalas con todo el grupo.

Enlace web recomendado www.royal-ballet-school.org.uk

Warmer Escribe en la pizarra The BRIT School is in London desordenadamente: London is School in The BRIT. En parejas, los alumnos escriben la oración en el orden correcto.

1 • Los niños copian la tabla y la completan con study, sings, don’t y doesn’t. • Comprobad las respuestas juntos. • Destaca que, en afirmativa, añadimos una s al verbo en tercera persona del singular (he / she / it). En todas las demás personas, no cambia. Diles que, en negativa, don’t es igual para todas las personas, excepto con he/she/it, en las que se transforma en doesn’t.

Look! Déjales claro cuál es el orden de las palabras en las frases afirmativas y negativas con el verbo en present simple. Diles que se fijen en el ejemplo.

5

1.25 • Pídeles que miren la foto y explícales que se trata de Louis. • Asegúrate de que comprenden lo que les pides. • En parejas, que completen el texto. • Pon el CD para que los niños escuchen las respuestas y corrijan el ejercicio.

Extra activity Escribe en la pizarra los siguientes verbos: have, play, go, study, dance. Luego, divide a la clase en grupos de tres alumnos y diles que tienen que escribir los cinco verbos en tercera persona. El grupo que acabe antes gana el juego de gramática.

Analyse 2 • Que lean las normas ortográficas de la página 29 y pasen los verbos a la tercera persona. • En parejas, que comparen las respuestas. • Comprobadlas todos juntos. • Destaca que los verbos terminados en -s, -sh, -ch y -x añaden -es; go y do añaden -es; los que acaban en consonante + -y cambian la -y por -ies, y los que terminan en vocal + -y mantienen la -y y añaden una -s a la tercera persona. • Destaca que have es un verbo irregular y que su tercera persona es has.

Que lean la información sobre el present simple y respondan la pregunta. Señala que, en inglés, para formar la tercera persona del singular, añadimos una s al verbo. ¡Es un cambio mínimo, pero muy importante! Pronunciation lab: Syllables and word stress, página 124 Digital course: Interactive grammar table Study guide: pág. 29

T 22

Vocabulary and Listening Everyday activities Objetivos de la lección aprender vocabulario relacionado • con algunas actividades de la vida cotidiana escuchar información concreta • escribir sobre su jornada escolar •

Warmer Escribe en la pizarra breakfast, lunch, dinner y la pregunta Which is your favourite meal? En parejas, que comparen las respuestas y luego comprobadlas todos juntos.

1

1.28 • En parejas, los alumnos copian en el cuaderno las palabras del cuadro de vocabulario y las traducen. Ayúdalos si lo necesitan. • Pon el CD para que escuchen las tareas cotidianas y las repitan. • Que observen las fotos y te digan las actividades que muestran.

2 • Individualmente, que los niños rellenen los espacios del texto de las fotos con las palabras del cuadro.

3

1.29 • Pon el CD para que comprueben las respuestas del ejercicio 2. • Diles que vas a volver a poner el CD. Esta vez, tienen que escuchar e ir anotando la hora de cada actividad. • Comprueba las respuestas con toda la clase.

4 • Los niños escriben oraciones sobre lo que hacen en un día normal de clase usando las actividades del ejercicio 1. • Obsérvalos mientras escriben, y ayúdalos si es necesario. • Corregidlas todos juntos.

5

1.30 • Pídeles que lean las oraciones con atención y comprueba que las entienden. • Pon el CD y que digan si las oraciones son verdaderas o falsas. • Que corrijan las oraciones falsas. • Corrígelas con toda la clase.

T 23

6 • Vuelve a poner el CD para que completen el texto. • Compruébalo con toda la clase.

1.29 Transcripción, ejercicio 3 At 7 o’clock, you get up and you get dressed. At half past seven, you have breakfast – cereal or bacon and eggs! At half past eight, you go to school. You study for two hours and you dance for two hours. At one o’clock, you have lunch. Then you study or dance for another two hours. At four o’clock, free time! You can do sport, watch TV or meet friends. At six o’clock, you have dinner with your classmates. At quarter past seven, you do your homework – in the classroom! At quarter past nine, you have a shower and then go to bed. You’re so tired after all that dancing!

1.30 Transcripción, ejercicios 5 y 6 Hello and welcome to Youth Focus! I’m Paul Turner and today we’re bringing you the latest programme in our series ‘Schools around the World’. Are you a dance fan? Well, today we’re looking at The Royal Ballet School. This is a very prestigious dance school in Richmond Park, London. Both girls and boys can go to The Royal Ballet School – they start at the age of 11 and stay until they’re 16. Some students live at the school, but some live at home with their family. So, what is life like at The Royal Ballet School? Well, the students get up early and have breakfast. Then they dance for two to four hours every day. They don’t just do ballet – they also learn other traditional dance styles, like Irish dancing and Scottish dancing. But it isn’t all dancing! Students also study 12 subjects, including English, maths, science and ICT. And they all learn one foreign language – French. A lot of ballet words are in French! After dinner, students can do extra activities like art, sport, singing or playing in the orchestra. The Royal Ballet School has got great facilities – obviously, it’s got great dance studios! – and a gym and a swimming pool! There’s also a big library and a theatre. If you love ballet, being a student at The Royal Ballet School is a fabulous opportunity. But life isn’t easy! You get up early, work hard and go to bed early! Now we’re going to talk to Louise Moor, who’s a student at the Royal Ballet School. He can tell us more about life there. Hello, Louise…

UNIT

Vocabulary and Listening Everyday activities Ejercicio 1 get dressed have breakfast go to school watch TV have dinner do your homework go to bed

1

1.28 Listen and repeat the everyday activities in the box. Which ones can you see in the pictures?

2 Copy and complete the typical day with words from exercise 1.

meet friends get dressed go to bed do your homework tidy your room have lunch have breakfast go to school have a shower watch TV get up do sport have dinner

A typical day at ballet school

Ejercicio 2 1 dressed 2 have 3 go 4 lunch 5 watch 6 have 7 do 8 bed

a You get up, and you

get ( 1 ) … .

n e Free tim e! Yo u ca do sp or t, (5 ) … T V or me et fri en ds .

Ejercicio 3 2 7.30 4 1.00 6 6.00 8 9.15

3

b You (2) … breakfast -

cereal or bacon and eggs!

f You (6) … dinn er

with you r cla ssm ate s.

1.29 Listen and check your answers to exercise 2. Then listen again and write the times in your notebook.

4 Write about your school day. Use words from exercise 1.

I get up at half past seven. Then I ... Ejercicio 5

5

1.30 Listen to a radio programme about

c You (3) … to sch ool.

You stud y for two hou rs and you dan ce for two hou rs.

d You have (4) … . The n you

stud y or dan ce for ano the r two hou rs.

g Yo u (7) … yo ur

ho me wo rk in the cla ssr oo m!

h Yo u ha ve a sh o we r

a nd th e n go to (8 ) … . Yo u’ re so ti re d a f te r a ll th a t da nc in g!

6 Listen again. Copy and complete the notes about The Royal Ballet School.

THE ROYAL BALLET SCHOOL WHERE? Richmond Park in London.

Ejercicio 6 1 11 2 12 3 French 4 art 5 gym 6 theatre

STUDENTS age (1) … to 16

The Royal Ballet School. Are the sentences true 1 False The Royal or false? Correct the false sentences. SCHOOL LIFE: Ballet • dance for 2-4 hours a day 1 The Royal Ballet School is only for girls. School is • study (2) … subjects, including one for girls and 2 All the students live at the school. foreign language: (3) … . boys. 3 Students also learn Irish and Scottish EXT RA ACTIVITIES 2 False dancing. Some (4) … , sport, singing, orchestra practice 4 French is a useful language for ballet students dancers. FACILITIES live at the 5 Life is easy for students at The Royal Ballet dance studios, (5) … , swimming pool, school. library, (6) … . School. 3 True 6 Students get up early in the morning. 4 True 5 False Life isn’t Interactive Grammar Table: Workbook page xx easy for students at The Royal Ballet School. 9780230429697_Pulse_02.indd 23 6 True

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Fact box

Cultural awareness

Ejercicio 1

Boarding schools in the UK

Eton College

1 Read the first paragraph. What is the name of the school in the picture? Ejercicio 2

2

1.31 Read and listen. How many subjects does David study?

In the UK, only 7% of students go to private schools. Private schools can cost £30,000 a year, but some students receive a scholarship. State schools are free.

16

Life at boarding school Some private schools are boarding schools – students eat, sleep and study there. Eton College is a famous boarding school for 13–18 year olds. It’s near Windsor Castle and the River Thames. It’s a very old school with a lot of traditions. Past students include Prince William, Prince Harry and several British prime ministers. Eton College is only for boys – girls can’t go there! What is life like for students at boarding school? David, 13, answers our questions ... Do you go home at the weekend? No, I don’t. We can’t go home at the weekend because we have classes on Saturdays! Do you miss your family? Yes, I do – but I see them in the holidays. Do you share a bedroom? No, I don’t. All students have their own bedroom. Do you like your school? Yes, I do. The teachers are very good and the classes are small – there are only ten boys in my class. And I love the sports. My favourites are cricket and rowing.

What’s a typical day like? I get up at 7.30 and I get dressed. After breakfast, we have classes from 9 o’clock until 1.30. After lunch, we do sport and other activities. In the evening I do my homework and then we have dinner at 7.45. We go to church at 8.20. Then I have a shower and I go to bed at ten o’clock. What subjects do you study? I study English, maths, biology, chemistry, physics, Latin, French, Japanese, divinity, history, geography, PE, ICT, art, music and drama. We have 35 classes every week!

Word check boarding school prime minister cricket rowing church divinity

Ejercicio 3

3 Read the text again and choose the correct answers.

1 b 2 b 3 a 4 b

1 Is Eton College for boys and girls? a) Yes, it is. b) No, it isn’t. 2 Do students go home at the weekend? a) Yes, they do. b) No, they don’t. 3 Does David miss his family? a) Yes, he does. b) No, he doesn’t. 4 Do students share a bedroom? a) Yes, they do. b) No, they don’t. 24

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CULTURAL

COMPARISON

4 Compare your school and David’s school. Write three sentences. Think about the things in the box. class size sports subjects uniform weekends everyday life teachers

There are ten students in David’s class. In my class, there are 28 students.

Interactive Culture video: Grammar A typical Table:day Workbook at a UK school page xx

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Cultural awareness Boarding schools in the UK Objetivos de la lección leer un texto sobre un colegio privado • inglés aprender a leer un texto para buscar • información específica comparar su colegio o instituto con el • colegio privado del texto

Enlace web recomendado www.etoncollege.com

CULTURAL

COMPARISON

4 • Di a un niño que lea en voz alta las oraciones de ejemplo. • Diles que se pongan en parejas y que escriban un mínimo de tres oraciones explicando las diferencias entre su escuela y la de David. • Comprobad las oraciones todos juntos.

Culture note El colegio Eton, situado a unos 40 kilómetros al oeste de Londres, se fundó en 1440. Tiene unos 1.300 chicos y unos 130 profesores. Hasta la fecha, 19 primeros ministros británicos han estudiado en Eton.

Warmer Pídeles que lean el Fact box sobre los centros privados y estatales del Reino Unido. Pregúntales si la proporción de niños que asisten a escuelas privadas es igual en su país.

Culture video: A typical day at a UK school

1 • Pídeles que lean el primer párrafo y respondan la pregunta.

2

1.31 • Escribe en la pizarra la pregunta How many subjects does David study? • Pon el CD para que los alumnos escuchen y lean el texto en sus libros. • Comprobad la respuesta todos juntos.

Word check Comprueba que entienden las nuevas palabras y, si es necesario, representa la acción de remar (rowing) con mímica.

3 • Primero, que los alumnos lean con atención las preguntas y sus posibles respuestas. Comprueba que entienden lo que quiere decir miss (cuando estás triste porque echas a alguien de menos o porque ya no tienes algo que antes tenías) y share a bedroom (cuando dos estudiantes duermen en una misma habitación). • Diles que vuelvan a leer el texto y escojan las respuestas correctas. • Que comparen las respuestas en parejas. • Compruébalas con todo el grupo.

T 24

Grammar Present simple: questions and short answers Objetivos de la lección

CLIL

5

aprender a formular preguntas en present • simple aprender a responder preguntas en • present simple con respuestas breves practicar la escucha atenta para detectar • información concreta en un listening

Warmer Escribe en la pizarra dos preguntas sencillas en present simple, pero con las palabras desordenadas, p. ej.: speak do English you (Do you speak English?); she school does like (Does she like school?). En parejas, que escriban las oraciones correctamente. Compruébalas con toda la clase y escríbelas en la pizarra.

1 • Los niños copian la tabla en el cuaderno. • Explica que para hacer preguntas usamos Do en todas las personas menos la tercera del singular (con esta usamos Does) y que en las respuestas breves usamos do / don’t con todas las personas menos la tercera del singular (con esta usamos does / doesn’t). • Practica un poco las respuestas breves con los alumnos. Hazles las preguntas de la tabla y anímalos a responder, p. ej.: Do you like David’s school? No, I don’t.

2 • Comprueba que entienden lo que les pides. • En parejas, que completen las preguntas y escriban respuestas breves verdaderas. • Comprueba las respuestas con todo el grupo.

6


• Este ejercicio sirve para practicar el uso del present simple en afirmativa, negativa e interrogativa. • Pídeles que lean todo el texto antes de mirar las posibles respuestas en las columnas de la derecha. • Los niños escogen la frase o palabra correcta para cada espacio. • En parejas, que comparen las respuestas.

1.32 • Pon el CD y diles que comprueben las respuestas al ejercicio 5.

Extra activity En parejas, que un niño lea la introducción y haga las preguntas, y que un compañero las responda. Vuelve a poner el CD y diles que vayan repitiendo el diálogo mientras lo escuchan. Después, que se intercambien los papeles con el compañero y volved a hacer el ejercicio.

Culture note Personal, Social, Health and Economic Education (PSHE) es una materia que forma parte del currículo escolar inglés desde el 2000. Esta materia ayuda a niños y jóvenes a desarrollarse como personas y dentro de su entorno familar, y también como miembros de una comunidad social y económica. PSHE les aporta conocimientos, comprensión y habilidades útiles para vivir de manera saludable, segura, productiva y responsable.

EXPRESS YOURSELF

3 • Haz la primera pregunta con toda la clase a modo de ejemplo. Señala que no hace falta que añadan nada ni cambien la oración, solo tienen que poner Do o Does al principio. • Que escriban las preguntas individualmente. • Comprobadlas todos juntos.

4 • Escoge a dos niños para que lean en voz alta el diálogo de ejemplo. • En parejas, que se hagan las preguntas del ejercicio 3 y las respondan. • Escuchad las respuestas todos juntos. T 25

CLIL task Contestad entre todos las preguntas del cuadro. Pronunciation lab: Third person verb endings, página 124 Digital course: Interactive grammar table Study guide: pág. 29

UNIT

Grammar

Present simple: questions and short answers Ejercicio 1 We use does / doesn’t for the third person.

Ejercicio 2 1 Do; No, they don’t. 2 Does; Yes, he does. 3 Does; Yes, he does. 4 Do; Yes, they do. 5 Does; Yes, he does.

1 Study the table. When do we use does / doesn’t? questions

short answers

Do I / you like David’s school? Does he / she study Japanese? Do we / you / they go home at weekends?

Yes, I / you do. No, I / you don’t. Yes, he / she does. No, he / she doesn’t. Yes, we/ you / they do. No, we / you / they don’t.

2 Complete the questions with Do or Does. Then write true short answers. Find the information in the text on page 24.

Do students sleep at boarding school? Yes, they do. 1 … girls go to David’s school? 2 … David have classes on Saturdays? 3 … David live with his parents during school holidays? 4 … David’s classmates study Latin? 5 … David go to bed at ten o’clock?

CLIL

EXPRESS YOURSELF

3 Write questions. Use Do or Does and the information in 1–6. 1 2 3 4 5 6

you / share a bedroom? your friends / play cricket at school? your best friend / live near you? you / have classes on Saturdays? you / study Japanese? your English teacher / give you a lot of homework?

4 In pairs, ask and answer the questions in exercise 3. Use short answers and then give extra information.

Do you share a bedroom? Yes, I do. I share a bedroom with my brother.

Ejercicio 3 1 Do you share a bedroom? 2 Do your friends play cricket at school? 3 Does your best friend live near you? 4 Do you have classes on Saturdays? 5 Do you study Japanese? 6 Does your English teacher give you a lot of homework?


PSHE is one of Sarah’s school subjects. Here, she tells us more about it. What does PSHE mean? It (1) … Personal, Social, Health and Economic Education. What (2) … in PSHE? We (3) … about things like health, relationships, diversity and personal finance. Who is your teacher? Our teacher’s name is Mrs Evans. She (4) … us interesting things and she (5) … us much homework. Do you have classes every day? No, we (6) … . We (7) … lessons twice a month. (8) … PSHE? Yes, (9) … . We (10) … exams and the classes are never boring!

1.33–1.34

5 Read the text and choose the correct answers. 1 2 3 4 5 6 7 8 9 10 6

A mean do you study learns teach not give not have You like I do no do

B means you study learn teaching doesn’t give don’t has Like you I like don’t do

1 B 2 A 3 B 4 C 5 B 6 B 7 A 8 C 9 A 10 B


CLIL TASK Do you study a subject like PSHE? Who teaches you about health, relationships, diversity and personal finance?

Pronunciation lab: Third person verb endings, page 124


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C does mean studies do learn teaches don’t give do haven’t Do you like do I doesn’t do

Ejercicio 5

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integrated skills

integrated s

At an after-school club Hi! I’m Rebecca. I go to after-school clubs on Mondays and Thursdays. I do drama and football. Do you do any after-school activities?

Sign up for your after-school activity!

Choir practice Wednesday

Art club

Friday 3.30–4.15

Art room

3.45–5.00 Music room

ORCHESTRA PRACTICE Tuesday 4.00–5.00 The hall

Monday 3.30–4.30 Room 2

Football training Thursday 3.45–5.0 0

Ejercicio 1 1 Wednesday(s) 2 3.30 3 5.00 4 the hall 5 art

Football pitch

Step 1: Read 1 Look at the noticeboard and answer the questions. 1 2 3 4 5

What day is choir practice on? What time does drama club start? What time does football training finish? Where is the orchestra practice? Which activity can you do on Fridays?

2 Which activities do you like? Which don’t you like? Copy and complete the sentences.

I like … and … . I don’t like … or … . 26

9780230429697_Pulse_02.indd 26

Step 2: Listen SKILLS BUILDER Listening: Multiple-choice answers Before you listen, read all the options carefully. 3

1.35 Listen to Rebecca talking about her typical school day. Choose the correct answers.

1 Rebecca gets up at … . a) 6.30 b) 7.00 c) 7.15 2 She goes to school by … . a) car b) bike c) bus 3 Rebecca doesn’t like … . a) maths b) French c) science 4 She does drama on … . a) Mondays b) Tuesdays c) Wednesdays 5 Rebecca wants to sign up for the … . a) orchestra b) chess club c) choir 4 Listen again. Complete the times. 1 2 3 4

Rebecca’s school starts at … . Her school finishes at … . Rebecca has dinner at … . She goes to bed at … on school nights.

Ejercicio 3 1 b 2 c 3 a 4 a 5 c

Ejercicio 4 1 9 o’clock 2 half past three 3 6 o’clock 4 half past nine on school nights

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Integrated skills At an after-school club Objetivos de la lección practicar las cuatro destrezas • leer anuncios sobre actividades • extraescolares pegados en un tablón escuchar a una niña sobre lo que hace un • día normal de clase escribir un diálogo personalizado • representar el diálogo •

Warmer Pide a los alumnos que lean lo que dice Rebecca. Luego, escribe en la pizarra la pregunta Do you do any after-school activities? Que respondan en parejas, y escuchadlas todos juntos.

Step 1: Read 1 • Primero, pídeles que lean las preguntas detenidamente. Luego, que miren los anuncios y las respondan. • Comprobadlas todos juntos.

2 • Que escriban sus oraciones individualmente y que las comparen con las de un compañero. • Compruébalas con toda la clase.

4

1.35 • Primero, pídeles que lean atentamente las oraciones inacabadas. • Pon el CD otra vez y que escriban las horas. • Comprobad las respuestas juntos. Para practicar un poco más las terminaciones en tercera persona, pídeles que respondan con una oración completa, p. ej. Rebecca’s school starts at 9 o’clock. • Escribe las oraciones completas en la pizarra y diles que las copien en sus cuadernos.

1.35 Transcripción, ejercicios 3 y 4 Hi! I’m Rebecca and I’m going to tell you about my typical school day. I get up at seven o’clock and I get dressed. Then I have breakfast and after that I go to school by bus. My sister gets the school bus too. School starts at 9 o’clock. Today is Monday, so my first class is maths. I don’t like maths! School finishes at half past three. On Mondays I stay for drama and on Thursdays I’ve got football training. I want to sign up for the choir, too – I love singing! When I get home after school, I watch TV for a bit and then I have dinner at six o’clock. Then I do my homework and meet my friends or go out on my bike. On school nights, I go to bed at half past nine. I go to bed later at the weekend!

Step 2: Listen Skills builder Listening: Multiple-choice answers Anima a los niños a leer primero todas las opciones con atención, ya que esto les servirá para entender mejor el listening.

3

1.35 • Pon el CD para que los alumnos escojan las respuestas correctas • Luego, que las comparen en parejas. • Compruébalas con todo el grupo.

T 26

Integrated skills - continued Asking for information 5

1.36 • En parejas, que lean en voz alta el diálogo de la página 27. • Diles que se fijen en los espacios (1-4) y pregúntales qué tipo de palabra esperan encontrar detrás de on (a day), at (a time) e in (a room). • Pídeles que lean el Communication kit para pedir información. Destaca que I’d like quiere decir lo mismo que I want to, pero que es más educado y formal. • Pon el CD para que los alumnos rellenen los espacios 1-4. • Comprobad las respuestas todos juntos.

6 • Vuelve a reproducir el CD, parando después de cada intervención para que los alumnos la repitan juntos. • Haz que se fijen en la acentuación de estas preguntas: What day is it on? What time does it start? What time does it finish? Where is it? • Pídeles que las repitan unas cuantas veces con la entonación y la acentuación adecuadas, tanto individualmente como en grupo. • En parejas, que practiquen el diálogo y que luego lo repitan intercambiándose los papeles.

Step 3: Write 7 • Di a los alumnos que copien en sus cuadernos las cuatro preguntas en negrita del diálogo. Pídeles que indiquen dónde se acentúa cada pregunta (consulta las teaching notes del ejercicio 6) • Pídeles que escojan otra actividad del tablón de anuncios de la página 26, de manera que cuando respondan las preguntas del diálogo el día, la hora y el lugar sean diferentes.

8 • Individualmente, que escriban su diálogo sobre una actividad del ejercicio 7 basándose en el modelo del libro y las oraciones esenciales para pedir información del Communication kit. • Obsérvalos mientras escriben, ayudándolos si es necesario.

T 27

Step 4: Communicate 9 • En parejas, que practiquen los diálogos. • Para practicar un poco más, que se intercambien los papeles en ambos diálogos.

10 • Di a algunas parejas que representen su diálogo para toda la clase. • Los alumnos tienen que levantar la mano si alguna de estas parejas ha elegido la misma actividad, día, hora y lugar. Esto hará que estén atentos a las intervenciones de sus compañeros. Integrated skills: Workbook, pág. 112

UNIT

egrated skills integrated skills ASKING FOR INFORMATION

Hello! I’d like to find out about the choir. What day is it on? What time does it start?

1 Wednesdays 2 quarter to four 3 five o’clock 4 music room

5

It’s on (1) … . It starts at (2) … .

And what time does it finish?

It finishes at (3) … .

OK. I’d like to sign up, please.

Great! You’re on the list. Enjoy it!

Thanks! Oh, one last question – where is it?

Ejercicio 5

The choir? Yes, of course.

1.36 Listen to Rebecca asking about an after-school activity. Complete 1–4 in your notebook.


Step 3: Write

It’s in the (4) … .

Step 4: Communicate 9 Work in pairs. Take turns to practise your dialogues.

Hello! I’d like to find out about the art club. The art club? Yes, of course. 10 Act your dialogue for the class.

7 Copy the questions in bold. Choose an activity from the noticeboard on page 26 and write answers. 8 Write a new dialogue about your activity. Write both parts. Use the dialogue in exercise 5 to help you.

Hello! I’d like to find out about the art club. The art club? Yes, of course.

COMMUNICATION KIT Asking for information I’d like to find out about … . What day is it on? What time does it start? What time does it finish? Where is it? I’d like to sign up, please.


9780230429697_Pulse_02.indd 27

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Writing

A questionnaire 1

Ejercicio 1 1 French 2 art 3 history 4 geography 5 maths

1.37 Read and listen to the questionnaire. Copy and complete 1–5 with school subjects.

Questionnaire: School life Name Angela Carter

1

Class 8B

School King James Secondary School

What time do your classes start and finish?

Our classes start at 9.15 and school finishes at 3.30.

2

Do you wear a school uniform?

Yes, we do. We wear black trousers or skirts (for girls!), white shirts and blue and red ties and red sweatshirts.

3

Do you study languages?

Yes, I do. I study (1) … and Spanish. Some students study German.

4

Which subjects do you like and which don’t you like?

My favourite subjects are (2) … and PE. I don’t like (3) … or maths.

5

Please describe a typical Monday.

Af ter breakfast, I walk to school with my sister. In the morning, I’ve got history, (4) … and science. I have lunch with my friends at half past twelve. In the af ternoon, I’ve got (5) … , English and ICT. Monday is not my favourite day! Ejercicio 2 1 full stop, question mark, exclamation mark 2 comma 3 exclamation mark 4 question mark 5 brackets

Ejercicio 3 12 full stops 8 commas 4 question marks 2 exclamation marks 1 set of brackets

2 Read the Writing focus and answer the questions.

WRITING FOCUS Punctuation . full stop , comma ( ) brackets ? question mark ! exclamation mark 1 Which three punctuation marks always go at the end of a sentence? 2 Which one separates parts of a sentence or words in a list? 3 Which punctuation mark is used to show strong feelings? 4 Which one is only used in questions? 5 Which ones are used to give extra information? 3 Read the questionnaire again. How many examples of each type of punctuation can you find?

28

9780230429697_Pulse_02.indd 28

4 Add punctuation to these sentences. 1 2 3 4 5

Do you wear a school uniform School is great I like maths science and ICT Saturday is my favourite day Do you study French

Writing task Complete a questionnaire. Plan Prepare your answers to the questions in the questionnaire. Write Copy questions 1–5 and write your own answers.

Ejercicio 4 1 Do you wear a school uniform? 2 School is great! 3 I like maths, science and ICT. 4 Saturday is my favourite day. 5 Do you study French?


✔ punctuation ✔ present simple verb forms ✔ question forms


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Writing A questionnaire Objetivos de la lección leer un cuestionario • comprender los signos de puntuación • básicos y aprender a usarlos responder un cuestionario •

Warmer Jugad a deletrear. Escoge los nombres de seis materias escolares y escríbelos en la pizarra mezclando las letras, p. ej. s u c i m (music). Después, divide a la clase en grupos de tres alumnos, y el primer equipo que ordene correctamente todas las palabras es el ganador del juego.

1

1.37 • Que lean el cuestionario y se fijen en los cinco huecos. Explícales en qué consiste el ejercicio. • Diles que escuchen el CD mientras van leyendo el texto. • Que escriban las asignaturas que faltan. • En parejas, que comparen las respuestas. • Compruébalas con todo el grupo.

4 • Primero, haz una oración de ejemplo con toda la clase. Escribe en la pizarra Do you like school, y luego pregúntales que problema hay (no lleva puntuación). Pregúntales que signo falta (interrogación). Luego, que completen las cinco frases con las opciones del Writing Focus. • En parejas, que comparen las respuestas. • Comprobadlas todos juntos.

Writing task El objetivo de este ejercicio es que los niños escriban de forma guiada un texto para practicar el uso correcto de la puntuación. También sirve para que practiquen el uso correcto del present simple en afirmativa, negativa e interrogativa. Pídeles que sigan los pasos del Student’s Book y cuando lleguen al Check, que se intercambien los cuadernos y corrijan el texto de un compañero.


2 • Escribe en la pizarra un punto, una coma, unos paréntesis, un signo de interrogación y un signo de exclamación. • Pregúntales qué son, animándolos a decir que son signos de puntuación • Que lean el Writing focus y las preguntas. • En parejas, que respondan las preguntas sobre los diferentes tipos de puntuación. • Comprueba las respuestas con toda la clase y señala que, en inglés, no se ponen signos de puntuación al principio de la oración.

3 • Tienen que buscar en el cuestionario cuántos signos de puntuación hay de cada clase, y anotar el número. • En parejas, que comparen las cantidades de los signos que hayan encontrado. • Comprobad las respuestas juntos.

Finished? Pide a los fast finishers que busquen ejemplos de cada tipo de puntuación en el diálogo de la página 27 del Student’s Book. T 28

Study guide Grammar, Vocabulary and Speaking Explica a los alumnos que la Study guide es una página importante que aporta información útil sobre el lenguaje de la unidad: la gramática, el vocabulario y el lenguaje funcional de las Integrated skills. Explícales que pueden consultarla para preparar tests o exámenes.

Grammar

Additional material Workbook • Progress check, página 22 • Self-evaluation, página 23 • Grammar reference and practice, página 86 • Vocabulary extension, página 103 • Integrated skills, página 112 • Writing reference and task, página 122

• Diles que lean las oraciones de ejemplo en present simple y asegúrate de que saben cómo formar este tiempo verbal correctamente en afirmativa, negativa e interrogativa. • Diles que consulten la Grammar reference de las páginas 86-87 del Workbook cuando tengan que repasar la gramática.

Vocabulary • Que lean la lista de vocabulario y comprueba que entienden las palabras. • Diles que pueden consultar la Wordlist de la página 151 del Workbook si han olvidado algunas palabras.

Speaking • Comprueba que entienden el significado de las expresiones para pedir información. • Di a los alumnos que representen una conversación entre un profesor y un alumno que le pide información sobre alguna actividad.

T 29


Tests and Exams

• ‘Pulse Basics worksheets’, páginas 11–17 • ‘Vocabulary and grammar consolidation worksheets’, páginas 7–10 • ‘Translation and dictation worksheets’, páginas 3, 13 • ‘Evaluation rubrics’, páginas 1–7 • ‘Key competences worksheets’, páginas 3–4 • ‘Culture and CLIL worksheets’, páginas 5–8 • ‘Culture video worksheets’, páginas 3–4 • ‘Digital competence worksheets’, páginas 3–4 • ‘Macmillan Readers worksheets’, páginas 1–2


UNIT

Study guide Grammar

Vocabulary

Present simple

School subjects

affirmative


study history. studies history. study history.

negative


don’t study French. doesn’t study French. don’t study French.

questions

short answers

Do I / you study music? Does he / she / it study music? Do we / you / they study music?

Yes, I / you do. No, I / you don’t. Yes, he / she / it does. No, he / she / it doesn’t. Yes, we/ you / they do. No, we / you / they don’t.

art citizenship dance drama English French German history

maths music science Spanish technology ICT (Information and Communication Technology) PE (Physical Education)

Everyday activities get up have a shower get dressed have breakfast / lunch / dinner go to school do your homework meet friends watch TV do sport tidy your room go to bed

Third person spelling rules • For most verbs, add -s to the infinitive read reads play plays • For verbs that end in -s, -sh, -ss, -ch, -x, or -o add -es teach teaches go goes • For verbs that end in consonant +y, omit the -y and add -ies study studies tidy tidies • Some verbs are irregular – they don’t follow the rules! be is have has

Speaking Asking for information LEARNING TO LEARN Make a list of third person spellings in your notebook. Add new verbs to your list when you learn them.


9780230429697_Pulse_02.indd 29

I’d like to find out about … What day is it on? What time does it start? What time does it finish? Where is it? I’d like to sign up, please.


29

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UNIT

active

Objetivos de la unidad y competencias clave En esta unidad, los alumnos aprenderán... • a comprender, aprenderse de memoria y usar correctamente palabras relacionadas con el deporte y los verbos de movimiento CCL CSC • a entender y usar correctamente los adverbios de frecuencia y los verbos love, hate, (don’t) like, don’t mind + -ing, buscar paralelismos con su lengua materna y usarlos en un breve ejercicio de speaking CCL CAA • sobre los deportes de invierno en Canadá, y a comparalos con las actividades de este tipo en su país CCL CMCT CSC CEC • sobre el deporte en el Reino Unido, viendo un vídeo corto CEC

En esta unidad, los alumnos aprenderán a... • formar preguntas en present simple con have got, be y otros verbos CCL • buscar en una revista información concreta sobre actividades deportivas CCL CMCT CSC • buscar en internet información sobre deportes olímpicos y redactar un breve perfil de un atleta olímpico CCL CD CEC SIE • buscar en una presentación información específica sobre una deportista CCL CSC CEC • leer una encuesta sobre actividades deportivas, escuchar a gente hablando sobre deportes y hacer preguntas sobre rutinas CCL CSC • escribir los resultados de una encuesta CCL CMCT • prepararse para un examen oral en parejas y hacerlo CCL CAA CEC


Destrezas



• Deportes: surfing, swimming, etc. • Verbos usados para hablar de deportes: play, do, go • Verbos de acción: lift, jump, etc.

• Leer un artículo sobre deportes en una revista • Leer un texto sobre deportes de invierno en Canadá • Leer una encuesta sobre una piscina • Leer las preguntas de una encuesta

Gramática


• Adverbios de frecuencia: often, sometimes • love, hate, (don’t) like, don’t mind + -ing • Be, have got y otros verbos en interrogativa

Lenguaje útil • Preguntar sobre rutinas • Pedir a alguien que repita lo que ha dicho en un examen • Expresiones para darse tiempo a pensar en un examen

Pronunciación • can

• Escribir un diálogo personalizado sobre rutinas • Redactar un cuestionario en tres pasos: planear, escribir, repasar • Aprender a ordenar bien las palabras de una oración

Comprensión oral • Escuchar una presentación sobre un atleta • Escuchar a gente comprando entradas y apuntándose a unos cursos

Expresión oral: interacción • Intercambiar información sobre deportes y actividades • Hacer preguntas sobre gustos personales y responderlas • Hacer preguntas sobre deportes y responderlas

Expresión oral: producción • Preparar y representar un diálogo sobre rutinas en el deporte • Preparar un examen oral en parejas y hacerlo


Estrategias de aprendizaje y destrezas del pensamiento • Usar correctamente la entonación en las preguntas

Conciencia cultural • Deportes de invierno en Canadá • Comparar los deportes de invierno en Canadá con este tipo de actividades en su país

Contenidos interdisciplinares • Educación Física: heptatlón, deportes de invierno • Lengua y literatura: leer una encuesta y responderla • Tecnología: buscar información en internet

Evaluación • Test de la Unidad 3: Basic, Standard y Extra • Test del 1r trimestre, Unidades 1–3: Basic, Standard y Extra • CEFR Skills Exam Generator

External exam trainer • Speaking: ejercicio en parejas

Materiales digitales Pulse Live! Digital Course, que incluye: • Tablas de gramática interactivas • Vídeo modelo de expresión oral: preguntar sobre rutinas • Vídeo con material cultural: El deporte en el Reino Unido Página web del alumno

Competencia digital • Web quest: perfil de un atleta olímpico • Worksheet de competencia digital: Encuestas

Materiales de refuerzo • Teacher’s Resource File: ‘Basics’, páginas 17-22 • Teacher’s Resource File: ‘Vocabulary and Grammar Consolidation worksheets’, páginas 11–12

Competencias clave

Materiales de ampliación

Competencia en comunicación lingüística CMCT Competencia en matemáticas, ciencia y tecnología CD Competencia digital CAA Aprender a aprender CSC Competencias sociales y cívicas SIE Sentido de iniciativa y emprendimiento CEC Conciencia y expresión cultural

• Actividad para fast-finishers: Student’s Book, página 31 • Actividades extra: Teacher’s Book, página T35 • Teacher’s Resource File: ‘Vocabulary and Grammar Extension worksheets’, páginas 13–14

CCL

Teacher’s Resource File • ‘Translation and dictation worksheets’, páginas 4, 14 • ‘Evaluation rubrics’, páginas 1–7 • ‘Key competences worksheets’, páginas 5–6 • ‘Culture and CLIL worksheets’, páginas 9–12 • ‘Culture video worksheets’, páginas 5–6 • ‘Digital competence worksheets’, páginas 5–6 • ‘Macmillan Readers worksheets’, páginas 1–2

U 3

UNIT

THINK ABOUT IT How active are you? What sports and activities do you do … a) in PE at school? b) in your free time?

Vocabulary and Speaking Sports and activities 1

1.38 Look at the poster. Listen and repeat the sports and activities in blue. Which Activity Day do you prefer?

Activity Days

Sign up for a Saturday full of exercise and adventure! Choose from …

Ejercicio 2 1 judo, aerobics, yoga 2 surfing, swimming 3 horse-riding, mountain-biking, skateboarding, cycling, rollerskating, athletics

URBAN SPORTS

ADRENALINE RUSH

● skateboarding ● cycling ● roller-skating

● horse-riding ● mountain-biking ● surfing 2 Put the sports in exercise 1 into categories 1–3. 1 indoor sports: gymnastics … 2 water sports: … 3 outdoor sports: … Ejercicio 3

3

a tennis b football c basketball d golf e table tennis

play

RELAX AND RE-ENERGIZE

● athletics ● gymnastics ● judo

● swimming ● yoga ● aerobics

5 Copy and complete the table with sports from exercises 1 and 3. play tennis

1.39 Listen and match sounds 1–5 to the sports in the box. What other ball sports do you know?

table tennis tennis golf basketball football 4 Read the rules for play, do and go on page 39. Which verb do we use for ball sports?

Ejercicio 4

OLYMPIC FAVOURITES

do athletics

go horse-riding

EXPRESS YOURSELF

6 Work in pairs. Ask questions about sports and activities. Use play, do and go.

Do you do judo? No, I don’t. But I do karate! Ejercicio 5

30

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go Vocabulary Interactive extension: Grammar Workbook Table: Workbook page 104 page xx play do football gymnastics mountain-biking basketball judo surfing golf aerobics skateboarding table tennis yoga cycling roller-skating 29/08/2013 13:11 swimming

Vocabulary and Speaking Sports and activities

Culture note

Objetivos de la lección aprender vocabulario relacionado con el • deporte aprender qué deportes van con play, do y go • hacer preguntas sobre deportes y • actividades, y responderlas

Warmer Diles que tienen dos minutos para anotar en parejas todos los deportes que se les ocurran (p. ej. football, basketball, tennis). Anímalos a que te digan ejemplos y escríbelos en la pizarra para preparar el ejercicio siguiente.

Think about it Individualmente, que escriban todos los deportes y actividades que hacen, tanto en clases de Educación Física (Physcal Education) como por su cuenta. Diles que comparen las respuestas en parejas y luego comprobadlas todos juntos.

1

1.38 • Los alumnos miran el póster Activity Days. • Pon el CD para que escuchen las palabras de azul y las repitan. • Que escojan el dia que más les guste y que lo comparen con el que ha elegido un compañero. • Escucha las respuestas con toda la clase, y pídeles que las justifiquen, p. ej.: I like getting an adrenaline rush; I prefer relaxing activities like swimming and yoga • Asegúrate de que pronuncian bien las actividades compuestas por dos palabras, con el acento en la primera: horse-riding, mountain-biking, roller-skating.

2 • Comprueba que entienden lo que les pides: clasificar los deportes del ejercicio 1 en tres categorías. Que tengan en cuenta que algunos pueden estar en más de una categoría. • Que hagan el ejercicio individualmente. • En parejas, que comparen las respuestas. • Compruébalas con todo el grupo.

En los campeonatos de atletismo en pista cubierta, las vueltas son más cortas (200 m en lugar de 400), y la prueba más rápida es la de los 60 metros lisos. También se hacen carreras de ciclismo en circuito cerrado (velódromo).

3

1.39 • Pon el CD para que escuchen los sonidos y los relacionen con los deportes del cuadro. • Que comparen las respuestas en parejas. • Comprobadlas todos juntos.

4 • Diles que lean las normas para los verbos play, do y go de la página 39. • Pregúntales cuál de ellos se usa para referirse a deportes con balón, y anímalos a responder (play).

5 • Los niños copian la tabla en sus cuadernos y colocan las actividades de ejemplo en la columna correspondiente. • Diles que hagan lo mismo con los deportes y actividades de los ejercicios 1 y 3 • En parejas, que comparen las respuestas. • Corregid el ejercicio todos juntos.

Language note Destaca la frase play football y diles que play se emplea en los deportes con balón; do en artes marciales y actividades de gimnasio (judo, aerobics) y go para todas las actividades acabadas en -ing (go swimming). EXPRESS YOURSELF

6 • Di a dos alumnos que lean el diálogo de ejemplo en voz alta. • En parejas, que se hagan las preguntas sobre deportes y actividades y las respondan. • Luego, que expliquen a la clase los deportes que practica o no su compañero. • Corrígeles si no emplean bien play, do o go. Vocabulary extension: Workbook, pág. 104

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Reading Text type: A magazine profile Objetivos de la lección leer un artículo de una revista sobre • actividades deportivas decir qué actividad deportiva les parece • más interesante y por qué emplear adjetivos para describir • actividades deportivas

Enlace web recomendado www.cheerleading.org.uk

Warmer Representa con mímica rowing y diles que tienen que adivinar el deporte o la actividad. El que acierte, tiene que representar otra acción parecida. Escríbelo en la pizarra.

1

1.40 • Lee la pregunta What sports and activities do Paige and Joe do? para toda la clase. • Pon el CD para que los alumnos escuchen los perfiles. • Individualmente, que escriban las respuestas. • Luego, que las comparen en parejas. • Comprobadlas todos juntos.

Word check Comprueba que los alumnos entienden todas las palabras nuevas con la ayuda de las fotos para resolver las dudas. Señala que squad es muy parecido a team y que el singular de trophies es trophy.

2 • Individualmente, que los alumnos lean los perfiles y luego completen las oraciones. • En parejas, que comparen las respuestas. • Compruébalas con todo el grupo.

Culture note Haz que se fijen en el cuadro Did you know? y diles que la primera carrera oficial de drags se celebró en 1950 en una pista abandonada de Santa Ana (California). El primer grupo de animación (cheerleading) nació en 1877 cuando los alumnos de Princeton (Nueva York), empezaron a gritar Hurrah durante los partidos que los equipos de béisbol y fútbol americano jugaban contra otras universidades. T 31

3 • Diles que lean las preguntas con atención y asegúrate de que las entienden. • Que busquen las respuestas dentro del texto. • En parejas, que las comparen. • Comprobadlas todos juntos y señala que se dice twice en lugar de two times. Asegúrate de que entienden el significado de fun. EXPRESS YOURSELF

4 • Haz que se fijen en las palabras del cuadro, asegurándote de que las comprenden todas. • Que escriban las respuestas, justificando su elección y empleando las palabras del recuadro o las que se les ocurran. • En parejas, que comparen lo que han escrito. • Comprobad las respuestas juntos.

Finished? Pide a los alumnos que acaben antes que escriban tres preguntas para Paige o Joe. En parejas, que las hagan y las respondan (los niños pueden inventarse las respuestas).

Web quest Que redacten perfiles de atletas olímpicos de su país. Pueden usar el Web quest tip. 1 • En grupos de cuatro, que hagan una lista de deportes olímpicos. • Escuchad las respuestas juntos y anótalas en la pizarra. • Asigna un deporte a cada niño. 2 • Luego, que elijan a un atleta olímpico de su país que practique el deporte que les ha tocado. • Que escriban al menos tres preguntas que les gustaría hacer a esta persona (p. ej.: How old is she? What is her home town?). • Pídeles que abran un navegador de internet, como el Internet Explorer. • Que vayan a un buscador (p. ej. Google) y tecleen el nombre del deportista. • Que busquen las respuestas. 3 • Los alumnos escriben un breve perfil del atleta y lo comparten con el resto de compañeros.

UNIT

ACTIVE! PROFILES

This week, Active! magazine presents two fantastic young sports stars …

Paige Wheeler (12) is the European Finals Event Winner in drag racing. Paige never drives on normal roads because she’s only 12, but she often drives at 100 km/hr at the racetrack. Her dragster is faster than a Ferrari! ‘I love it,’ she says. ‘It’s so cool!’ When she leaves school, Paige wants to be a full-time drag racer.

Joe English (13) is the captain of the DAZL Boys, the only all-boy cheerleading squad in Europe. The DAZL Boys usually train twice a week. They learn new cheerleading moves, dance hip hop and do gymnastics. Before a competition, they train every day. Joe likes being the captain because he always collects the trophies! People sometimes tease Joe because he’s a boy cheerleader, but he doesn’t mind. ‘I love cheerleading,’ he says. ‘It’s really energetic and fun.’

Lives in: Wellingborough, England

Lives in: Leeds, England

Hobbies: swimming, cycling, cheerleading

Family: two brothers and one sister

Favourite school subject: Spanish

Favourite sports: rugby and football Cheerleading uniform: red and black

Favourite colour: turquoise Word check drag racing drive captain cheerleading squad trophies tease Ejercicio 1 Paige drag-racing Joe cheerleading

1 swimming, cycling and cheerleading 2 Spanish 3 turquoise 4 two brothers 5 football 6 red and black

fastest motorsport. Drag racing is Europe’s ing was just for men. Before 1923, cheerlead

A magazine profile 1

Ejercicio 2

? DID YOU KNOW

Reading

1.40 Read and listen to the profiles. What sport or activity do Paige and Joe do?

2 Read and listen again. Copy and complete the sentences. 1 2 3 4 5 6

Paige’s hobbies are ... Paige studies ... Her favourite colour is ... Joe has got one sister and ... Joe likes rugby and ... His cheerleading uniform is ...

4 Which is more interesting, drag racing or cheerleading? Why? Use the words in the box or your own ideas. exciting dangerous creative energetic fun

Drag racing is more interesting because it’s exciting.

3 Read the profiles again and answer the questions. Ejercicio 3 1 Because she is only 12 years old. 2 She wants to be a full-time drag-racer. 3 She lives in Wellingborough, England 4 Twice a week. 5 Every day. 6 Because it’s really energetic and fun.

1 2 3 4 5 6

Why can’t Paige drive on normal roads? What does Paige want to do when she leaves school? Where does Paige live? How often do the DAZL Boys usually train? How often do they train before a competition? Why does Joe love cheerleading?

FINISHED? Imagine you can interview Paige or Joe. Write three questions. How many trophies have you got ?

WEB QUEST Work as a class. Write profiles of Olympic® athletes from your country. 1 Class work: write a list of all Olympic® sports. Allocate one to each student. 2 Find out about an Olympic® athlete from your country in your allocated sport. 3 Write a short profile. Then share whatTable: you find out with thexxclass. Interactive Grammar Workbook page

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Make sure you use official websites that you trust. Some websites contain false information.

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Grammar

Adverbs of frequency 1 Read the table and choose the correct words in rules a) and b).

Ejercicio 1 a Adverbs of frequency go after be. b Adverbs of frequency go before other verbs.

Ejercicio 2 1 The Olympic Games are usually in summer. 2 I often watch them on television. 3 The Paralympics are always after the Olympics. 4 Britain sometimes win medals for diving. 5 The Winter Olympics are never in Brazil.

adverbs of frequency

Paige never drives on normal roads. She rarely loses a race. Drag racing is sometimes dangerous. Paige often drives at 100 km/hr at the racetrack. The DAZL Boys usually train twice a week. Joe always collects the trophies.

5 Copy and complete the table. Use the correct form of the words in the box. Then translate the sentences into your language. don’t mind

2 Rewrite the sentences with the adverbs of frequency in the correct place. China wins Olympic® medals for football. (rarely) China rarely wins Olympic medals for football. 1 2 3 4 5

The Olympic® Games are in summer. (usually) I watch them on television. (often) The Paralympics are after the Olympics®. (always) Britain wins medals for diving. (sometimes) The Winter Olympics® are in Brazil. (never)

like

hate

love

don’t like

love, hate, (don’t) like, don’t mind + -ing

I … studying English! She … swimming.

a) Adverbs of frequency go before / after be. b) Adverbs of frequency go before / after other verbs.

Ejercicio 5 I love studying English! She likes swimming. We don’t like doing exams. They hate getting up early.

He doesn’t mind training every day. We … doing exams. They … getting up early. 6 Choose the correct answers in the dialogues. Ann: Ben: Ann:

What do you want to play? I (1) like / hate playing golf. It’s fun! I (2) love / don’t like golf. What about tennis?

Ejercicio 6 1 like 2 don’t like 3 don’t mind 4 hate

Cath: Why don’t we go to the gym at 8 o’clock? Dave: At 8 o’clock?! I (3) don’t mind / don’t like going to the gym, but I (4) love / hate getting up early! EXPRESS YOURSELF

7 Write questions. Use like and words from A and B.

Ejercicio 3 1 How often do you drive a dragster? 2 How often do you play football? 3 How often do you go swimming? 4 How often do you watch sport on television? 5 How often do you do exercise? 6 How often do you walk to school?

love, hate, (don’t) like, don’t mind + -ing

A you your friends your teacher your brother / sister 3 Write questions with How often … ? 1 drive a dragster? 2 play football? 3 go swimming?

4 watch sport on television? 5 do exercise? 6 walk to school?

4 Work in pairs. Ask and answer the questions in exercise 3. Use adverbs of frequency or the time expressions in the box. every day / weekend from time to time once / twice / three times a week

How of ten do you drive a dragster? I never drive a dragster!

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B (get up) early? (speak) English? (play) tennis? (watch) football?

Does your teacher like speaking English? 8 Work in pairs. Ask and answer your questions from exercise 7. ANALYSE In English, we use Do / Does before the subject in questions with love, hate, like + -ing. How do you say these questions in your language? You like play football? ✘ Do you like playing football? ✔


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Grammar Adverbs of frequency Objetivos de la lección aprender los adverbios de frecuencia y • utilizarlos hacer preguntas usando How often ...? y • responderlas emplear los verbos love, hate, (don’t) like • y don’t mind con el gerundio (+ -ing) para describir actividades

Warmer Diles que cierren los libros y escribe en la pizarra una oración de la lección anterior desordenada: on roads Paige drives never normal. En parejas, que la escriban en el orden correcto (Paige never drives on normal roads).

1 • Comprueba que entienden lo que son adverbs of frequency poniendo ejemplos en su lengua (p. ej., diles que always es “siempre”). • Pídeles que lean las dos reglas atentamente. • Luego, que miren las oraciones de ejemplo de la tabla y elijan las palabras correctas. • Compruébalas con toda la clase.

2 • Destaca la oración de ejemplo y explícales que rarely va delante del verbo wins. • Recuerda que los adverbios de frecuencia van detrás de be y delante de los demás verbos. • Individualmente, que escriban las oraciones con los adverbios de frecuencia. • En parejas, que las comparen. • Corregidlas todos juntos.

3 • Primero, haz un ejemplo con toda la clase, pero con una oración distinta, p. ej: go cycling? How often do you go cycling? • Recuérdales que tienen que utilizar do you • Que hagan el ejercicio individualmente. • Comprueba las preguntas con todo el grupo.

4 • En parejas, que se hagan las preguntas del ejercicio 3 y las respondan. • Diles que pueden usar los adverbios de frecuencia del ejercicio 1 o las expresiones temporales del cuadro Language note. • Haz que algunos niños digan sus oraciones para toda la clase. • Asegúrate de que sitúan correctamente los adverbios de frecuencia.

Language note Las expresiones temporales del recuadro no siguen las normas de los adverbios de frecuencia. Normalmente, van al final de la oración, p. ej.: I play football every weekend.

love, hate, (don’t) like, don’t mind + -ing 5 • Que copien las oraciones y las completen con la forma correcta de las palabras del cuadro. Asegúrate de que entienden que, en tercera persona, la terminaciones pueden cambiar. • En parejas, que comparen las respuestas. • Comprobadlas todos juntos, y pídeles que traduzcan los verbos al castellano.

Language note Haz que se fijen en algunos verbos acabados en -ing, p. ej. I like playing football y señala que en la oración He doesn’t mind training every day, la expresión doesn’t mind significa que no le importa. Puede entrenarse cada día, lo cual no le supone ningún problema.

6 • Los niños leen los diálogos individualmente y eligen las respuestas correctas. • En parejas, que las comparen. • Comprobadlas todos juntos. EXPRESS YOURSELF

7 • Haz que se fijen en la pregunta de ejemplo. • Individualmente, que escriban al menos cuatro preguntas.

8 • En parejas, se hacen las preguntas del ejercicio 7 y las responden. • Que te digan algunos ejemplos en voz alta.

Analyse Pídeles que miren las preguntas y respuestas correctas e incorrectas. ¿Hay algunas que se parezcan en castellano? Digital course: Interactive grammar table Study guide: pág. 39

T 32

Vocabulary and Listening Action verbs Objetivos de la lección aprender algunos verbos referidos a • acciones escuchar información específica • hacer preguntas con can y responderlas •

Enlaces web recomendados www.uka.org.uk www.jessicaennis.net

Warmer Diles que tienen dos minutos para anotar en parejas todas las pruebas olímpicas de atletismo que se les ocurran, y escríbelas en la pizarra. La pareja que diga más es la ganadora.

1

1.41 • Pon el CD para que los alumnos escuchen los verbos y los repitan. • Que observen las fotos. • En parejas, que relacionen las palabras del cuadro con las fotos. • Comprobad las respuestas juntos.

2 • Pídeles que, individualmente, completen las oraciones con los verbos del ejercicio 1. • Luego, que las comparen en parejas. • Compruébalas con toda la clase.

Look! Pide a los niños que miren las oraciones de ejemplo del cuadro Look! y destaca que nunca ponemos to detrás de can / can’t. EXPRESS YOURSELF

3 • Los alumnos escriben preguntas con Can you ...? y las palabras dadas.

4 • En parejas, que se hagan las preguntas que han escrito en el ejercicio 3 y las respondan. • Obsérvalos mientras hacen el ejercicio, asegurándote de que las frases son correctas. • Que te digan algunas para toda la clase.

T 33

5

1.42 • Los niños leen las preguntas y miran la información y las fotos del perfil. • Que respondan las preguntas. • Pon el CD y que comprueben las respuestas. • Que las comparen con un compañero. • Corregidlas todos juntos.

6 • Primero, diles que lean atentamente las cinco oraciones. • Vuelve a reproducir el CD. • Los alumnos completan las oraciones. • Luego, comparan las respuestas en parejas. • Compruébalas con toda la clase. Pronunciation lab: can, página 124

1.42 Transcripción, ejercicios 5 y 6 A Hello! My presentation today is about the British athlete Jessica Ennis. She’s one of my favourite athletes because she’s from my home city, Sheffield. She lives in Sheffield with her husband and her pet dog, Myla. Jessica is a heptathlete. The heptathlon event has got seven different parts: high jump, long jump, javelin, shot put, and three running events: hurdles, a 200-metre race and an 800-metre race. Jessica’s favourite parts are the high jump and the hurdles. She loves running and jumping! She can run 200 metres in just 23 seconds! And she can jump more than six metres in the long jump. Jessica usually trains for six hours a day, six days a week. She only has one day off a week – she doesn’t usually train on Thursdays. In her free time, Jessica likes listening to music and watching TV. She also likes going for a walk with her dog. Jessica doesn’t mind all the hard work because she loves her sport. She loves the adrenaline and she loves winning! Thank you! Has anyone got any questions? B How many gold medals has she got? A Well, she won a gold medal in the 2012 Olympic Games in London. I watched it on TV. It was so exciting!

1

2

UNIT

4 6 3 5

Ejercicio 1 1 kick 2 ski 3 lift 4 skate 5 catch 6 ride Run, jump, throw, hit, score and dive are not illustrated.

Ejercicio 2 1 run 2 ride 3 score 4 throw 5 kick 6 lift

Vocabulary and Listening Action verbs 1

1.41 Match pictures 1–6 with verbs from the box. Which verbs can’t you see? Then listen and repeat.

run ride jump throw catch hit score kick lift ski dive skate 2 Copy and complete the phrases with verbs from exercise 1.

5

1.42 Look at the profile of the heptathlete Jessica

Ennis and answer the questions. Then listen and check. 1 Where is Jessica Ennis from? 2 How many events are there in a heptathlon? 3 How many running events are in the heptathlon? 6 Listen again and complete the sentences.

1 Sheffield 2 seven 3 two

Ejercicio 6

1 dog 2 high jump 3 six 4 Thursday 5 listening to music, watching TV and going for a walk with her dog Date of birth: 28/01/1986 Sport: Heptathlon From: Sheffield,6 UK has got

1 2 3 4 5 6

Jessica’s pet … is called Myla. Her favourite events are the … and the hurdles. Jessica trains … days a week. … is usually her free day. In her free time, Jessica likes … . Jessica … a gold medal.

ATHLETE PROFILE: JESSICA ENNIS

ski down a mountain 1 … a marathon 2 … a horse 3 … a goal

Ejercicio 5

4 … a javelin 5 … a football 6 … 50 kg

Javelin

High jump

LOOK! can / can’t He can to lift 20 kg. I can’t to lift 100 kg! Long jump 200 m and 800 m

EXPRESS YOURSELF

3 Write questions with Can you … ? and these ideas. • • • •

ride (a horse / a bike)? run (10 km / a marathon)? play (rugby / hockey)? skate (on ice / in the park)?

Shot put

4 Work in pairs. Ask and answer your questions from exercise 3.

Can you ride a horse? No, I can’t. But I can ride a bike!

Hurdles

1.43 Pronunciation lab: can, page 124 Interactive Grammar Table: Workbook page xx

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Cultural awareness

Winter sports Ejercicio 1

1

1 are 2 Where 3 is 4 do

Some parts of Canada are in the Arctic Circle. The temperature in winter can be -40°C!

1.44 Copy and complete questions 1–4 with the words in the box. Then read, listen and check.

Where

do

is

Fact box

are

a d a n a C in s t r o p s r e t Win Canada is a fantastic place for winter sports. Ice hockey is the official national sport – it’s more popular than football! Skiing, snowboarding and ice skating are also popular. Where (1) … the best ski resorts? Canada has got hundreds of mountains. The most popular ski resort is in Whistler, near Vancouver. More than two million people go there every year. It’s enormous – there are 200 ski runs and 39 ski lifts. (2) … do people go dog-sledding? Dog-sled racing is popular in northern Canada. The famous Canadian Challenge race is 500 km. Dog-sled racers are called ‘mushers’ and their teams have got nine dogs. What (3) … ‘icebiking’? Icebiking is cycling on ice! Icebikes have got special tyres so they can travel on ice. In winter, you can watch icebike races in many Canadian towns. How (4) … you play ice hockey? There are two teams of six players. Players skate on the ice and hit the puck with their sticks. You can kick the puck, but you can’t throw it. The aim is to score more goals than the other team. Word check ski resort ski run ski lift tyre puck stick

2 Read the text again and answer the questions. Use short answers. Ejercicio 2 1 No, it isn’t. 2 Yes, they do. 3 Yes, it is. 4 No, they haven’t. 5 Yes, they do. 6 Yes, they have.

1 Is football Canada’s national winter sport? 2 Do Canadians like skiing? 3 Is the Whistler ski resort near Vancouver? 4 Have dog-sled teams got 12 dogs? 5 Do icebikers cycle on ice? 6 Have ice-hockey teams got six players?

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3 Read the rules for ice hockey again. Choose the correct words. 1 2 3 4

Players run / skate on the ice. Players catch / hit the puck with a stick. You can kick / throw the puck. The objective is to score points / goals.

CULTURAL

Ejercicio 3 1 skate 2 hit 3 kick 4 goals

COMPARISON

4 Answer the questions. 1 Can people go skiing in your country? Where? 2 What other winter sports do people do in your country? 3 Do you do winter sports?

Interactive Grammar Table: Workbook page Culture video: Sport in the UKxx

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Cultural awareness Winter sports Objetivos de la lección leer un texto sobre los deportes de • invierno en Canadá buscar información específica en un texto • hablar sobre los deportes de invierno en • su país

Warmer Escribe en la pizarra la palabra Canada y haz que se fijen en el cuadro Fact box. En parejas, que anoten todo lo que sepan de este país. Comprobad las respuestas todos juntos, y copia lo más importante en la pizarra (p. ej.: They speak English; They play ice hockey; The flag is red and white, etc).

3 • En parejas, que escojan las palabras correctas. • Diles que vuelvan a leer el texto para comprobar las oraciones. • Corregidlas todos juntos. CULTURAL

COMPARISON

4 • Los alumnos responden las tres preguntas individualmente. • Luego, comparan las respuestas en parejas o grupos pequeños. • Compruébalas con toda la clase. Culture video: Sport in the UK

Culture note Canadá es el segundo país más extenso del mundo después de Rusia, y su frontera terrestre con los EE. UU. es la más larga del planeta. Tiene unos 35 millones de habitantes y dos idiomas oficiales: inglés y francés. La ciudad más poblada es Toronto, pero la capital es Ottawa.

1

1.44 • Pídeles que lean las palabras del cuadro. • Luego, que copien las preguntas en sus cuadernos y usen estas palabras para rellenar los cuatro espacios. • Pon el CD para que comprueben las respuestas. • Corregidlas todos juntos.

Word check Comprueba que entienden todas las palabras, usando las fotos si tienen dudas con tyre y stick.

2 • Primero, que lean las preguntas con atención. • Que consulten el texto para buscar las respuestas si es necesario. Diles que utilicen respuestas breves. • En parejas, que comparen las respuestas. • Comprobadlas todos juntos.

T 34

Grammar Question forms: word order

Extra activity

Objetivos de la lección

Diles que se pongan de pie y caminen por el aula haciéndose las preguntas y respondiéndolas, mientras anotan los nombres de los interlocutores y sus respuestas. Luego, que lo expliquen a los demás compañeros, p. ej.: Pablo’s favourite sports are basketball and swimming. His birthday is 15th June.

aprender a formar preguntas en present • simple con be, have got y otros verbos aprender a ordenar correctamente las • palabras que forman parte de una oración interrogativa hacer preguntas sobre ellos mismos y • responderlas

CLIL

Warmer Escribe en la pizarra dos oraciones interrogativas sencillas desordenadas (p. ej. Do you like playing football? – football like Do playing you; Have you got a pet? – pet got a you Have). En parejas, que las vuelvan a escribir correctamente. Luego, pide a algunos alumnos que copien las preguntas en la pizarra.

1 • Los niños copian las tablas en sus cuadernos. • Diles que tienen que relacionar cada pregunta con la tabla correspondiente • Comprueba que han situado las preguntas en el sitio correcto y luego pídeles que las escriban.

2 • Que los alumnos escriban las preguntas ordenando correctamente las palabras, consultando la tabla si lo necesitan. • En parejas, que las comparen. • Comprueba las oraciones con toda la clase. • Diles que lean el cuadro fact file y las respondan. • Compruébalas con todo el grupo. EXPRESS YOURSELF

3 • Para empezar, haz la primera pregunta a modo de ejemplo con toda la clase. • Individualmente, que escriban las preguntas. • Comprobadlas todos juntos.

4 • En parejas, que se hagan las preguntas del ejercicio 3 y las respondan. • Que algunas parejas digan sus preguntas en voz alta y corrígeles si hacen algun error.

T 35

5

Grammar in context: PE

1.45 • Este ejercicio sirve para practicar el uso de los adverbios de frecuencia, los verbos en present simple y love / don’t mind / don’t like + -ing. • Primero, que lean detenidamente todo el texto. • Que escojan las opciones correctas. • Luego, que comparen las palabras en parejas. • Pon el CD para que corrijan el texto.

CLIL task Diles que busquen tres preguntas sobre Educación Física en el texto y las respondan. Que las comparen en parejas y luego que algunas digan en voz alta lo que han escrito.

Extra activity Diles que, en parejas, hablen de como es esta asignatura en el Reino Unido en comparación con su colegio o su país, y que lo anoten. Luego, que digan lo que han escrito para toda la clase.

Digital course: Interactive grammar table Study guide: pág. 39

UNIT

Grammar

Question forms: word order Ejercicio 1 be questions b Where is the Whistler ski resort? have got questions c Has Canada got a lot of mountains? questions with other present simple verbs a Does it snow in Canada?

1 Copy the tables into your notebook. Then add questions a–c. be questions

question word Where

am / is / are Is are

subject Canada the ski resorts?

in the Arctic Circle?

subject hockey teams he

got got got

eight players? a new snowboard?

verb like go

snowboarding? skiing?

have got questions

question word Why

have / has Have has

questions with other present simple verbs

question word Where

do / does Do do

subject Canadians people

a) Does it snow in Canada? b) Where is the Whistler ski resort? c) Has Canada got a lot of mountains? Ejercicio 2 1 When is Rose’s birthday? 24th January. 2 How fast do skeleton athletes go? More than 100 km/h. 3 Where does Rose live? Bath, England. 4 Has she got special equipment? Yes, she has.

2 Read the fact file. Then write the questions in the correct order. 1 2 3 4

is / Rose’s / When / birthday ? go / How fast / do / skeleton athletes ? live / does / Rose / Where ? got / she / special equipment / Has ?

*FACT FILE* Name: Sport: Lives in: Birthday:

Rose McGrandle skeleton Bath, England 24th January

Did you know?

Skeleton athletes travel at more than 100 km/hr on a metal sled. They wear special clothes, goggles and a helmet.

EXPRESS YOURSELF Ejercicio 3

3 Write questions. Use is, are, do, does and have got.

CLIL

5

Grammar in context: PE 1.45 Read the text and choose the correct

Ejercicio 5

answers. Then listen and check.

1 usually have 2 do you do 3 playing PE is my favourite subject! We ( 1 ) have 4 often play usually / usually have 5 Are you three classes a week. 6 running How of ten (2) do you 7 don’t do / you do PE at 8 ’s often school? 9 never wins In PE we play team 10 Does

sports like football, cricket and hockey. I love (3) playing / play football. I’m in the school team. We (4) play of ten / of ten play matches af ter school. (5) Are you / You are in a school team? We also do something called cross-country running. We usually run about 5 km. I don’t mind (6) to run / running in the summer, but I (7) don’t / not like it in winter. It (8) ’s of ten / of ten is cold and wet! In June, my school has a sports day. My class (9) never wins / wins never! (10) Do / Does your school have a sports day?

1 What are your 1 What / your favourite sports? favourite 2 you / watch / sport on TV? sports? 3 When / your birthday? 2 Do you 4 you / any brothers and sisters? watch sport 5 your teacher / do any sport? on TV? CLIL TASK 3 When Find three questions about PE in the text. 4 Work in pairs. Ask and answer your questions is your Write answers that are true for you. birthday? from exercise 3. 4 Have you got any Digital course: Interactive Interactive grammarGrammar table Table: Workbook pageStudy xx guide: page 39 brothers and sisters? 5 Does your teacher do any sport? 9780230429697_Pulse_03.indd 35

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integrated skills

integrated sk

At the sports centre I usually go to the sports centre twice a week. I play badminton on Thursday evenings and I go swimming at the weekend. How often do you go to the sports centre?

SURVEY:

SUNNYSIDE SWIMMING POOL

Name: Hazel Green

Age: 13

1 How often do you go to the swimming pool? less than once a week

✔

once a week

Email address: [email protected]

2 When do you usually go to the pool?

3 Do you do any of these activities?

Monday–Friday

aqua-aerobics

✔ At the weekend

✔ swimming classes snorkelling diving

twice a week or more

Step 1: Read 1 Read the survey and answer the questions.

Ejercicio 1 1 13 2 once a week 3 at the weekend 4 no 5 swimming classes 6 badminton

1 2 3 4 5 6

How old is Hazel? How often does Hazel go to the pool? When does she usually go to the pool? Does Hazel do aqua-aerobics? What activity does Hazel do at the pool? What other sport does she do?

2 Answer the survey questions for you. Are your answers different or similar to Hazel’s? 3 Which activity do you want to try? Why?

I want to try aqua-aerobics because ...

4 What other sports do you do?

✔ badminton cycling gymnastics

Step 2: Listen 4

1.46 Listen to three short conversations.

Which three activities do they talk about? a) yoga b) judo

c) swimming e) aqua-aerobics d) badminton f ) diving

5 Listen again. Are the sentences true or false? Correct the false sentences. Conversation 1 1 He buys tickets for two adults and one child. 2 They’ve got ten hours in the pool. Conversation 2 3 The classes are twice a week. 4 She books a place for next Thursday. Conversation 3 5 The lessons are on Wednesday mornings. 6 He can swim, but he can’t dive.

Ejercicio 4 c swimming e aquaaerobics f diving

Ejercicio 5 1 False one adult and two children. 2 False two hours 3 True 4 False next Tuesday. 5 False Wednesday evenings. 6 True

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Integrated skills At the sports centre Objetivos de la lección practicar las cuatro destrezas • leer una encuesta • escuchar una conversación telefónica • escribir un diálogo personalizado • representar un diálogo •

Warmer Jugad al abecedario: escribe en la pizarra a y pide a los alumnos que te digan un deporte que empiece por esta letra. Anímalos a decir athletics, p. ej., y cópialo en la pizarra. Luego, repítelo con otras letras. Si con alguna no obtienes respuestas, continúa con la siguiente.

Step 1: Read 1 • Pídeles que lean lo que dice Hazel. • Escribe en la pizarra la pregunta How often do you go to the sports centre? y pídeles que te respondan en voz alta. • Comprueba que los alumnos entienden el ejercicio. • Pídeles que primero lean el texto de la encuesta y respondan como si fueran Hazel. • En parejas, comparan las respuestas. • Compruébalas con toda la clase.

2 • Ahora, diles que respondan la encuesta ellos marcando las casillas correctas. • En parejas, que comparen las respuestas y vean si son iguales o diferentes que las de Hazel. • Comprobadlas todos juntos.

3 • Los alumnos responden las preguntas. • Que las comparen en parejas. • Comprobadlas todos juntos.

5 • Primero, que los alumnos lean con atención todas las oraciones. • Vuelve a poner el CD para que decidan si son verdaderas o falsas. • Reproduce el CD otra vez y diles que corrijan las falsas. • Comprueba las oraciones con toda la clase.

1.46 Transcripción, ejercicios 4 y 5 1 Dad Hello! Three people for the swimming pool, please. Receptionist Adults or children? Dad One adult and two children, please. Receptionist That’s ten pounds, please. Dad Ten pounds? Here you are. Receptionist Thanks! Dad How much time have we got in the pool? Receptionist You’ve got two hours. Dad OK, great. Thanks! 2 Receptionist Hello, Sunnyside Swimming pool. Can I help you? Girl Oh, hello. Yes – I’d like to know if you have aqua-aerobics classes at the pool? Receptionist Yes, we have. The classes are twice a week, on Tuesday and Thursday evenings. Girl Oh, great. Receptionist They’re very popular, so it’s a good idea to book if you want to come. Girl Oh, OK. Can I book a place for next Tuesday then? Receptionist Yes, of course. What name is it, please? Girl It’s Vanessa Brown ... 3 Receptionist Hello, can I help you? Boy Yes – do you have diving lessons here? Receptionist Yes, we do. They’re once a week, every Wednesday evening. Boy Ah, OK. And do you have different levels? Receptionist Yes, we do – can you dive already? Boy No, I can’t. I can swim, though! I want to learn to dive as well. Receptionist Great idea! The beginners’ lesson is at 6 o’clock ...

Step 2: Listen 4

1.46 • Los niños escuchan y marcan las tres actividades de la conversación. • Pon el CD para que marquen las tres actividades que dice la gente en el diálogo. • En parejas, que comparen las respuestas. • Compruébalas con todo el grupo. T 36

Integrated skills - continued Asking about routines 6

1.47 • Pide a los alumnos que primero lean las tres preguntas con atención. • Que las sitúen correctamente dentro del diálogo. • Pon el CD para que corrijan el ejercicio.

7 • Vuelve a poner el CD, parando después de cada intervención para que la repitan juntos. • Haz que se fijen en la acentuación de las preguntas: Can I ask you a few questions? How often do you use the sports centre? What activities do you usually do at the sports centre? And what other sports do you like doing? • Pídeles que las repitan unas cuantas veces, tanto en grupo como individualmente, con la acentuación y la entonación correctas. • En parejas, que practiquen el diálogo y que luego se intercambien los papeles.

Step 3: Write 8 • Que los alumnos copien en sus cuadernos las preguntas a-c del ejercicio 6. Pídeles que indiquen dónde recae el acento principal (que consulten el ejercicio 7) • Luego, que respondan las preguntas por escrito para que sean verdaderas para ellos. Diles que si no van a ningún polideportivo, que se inventen las respuestas.

9 • Individualmente, los niños escriben sus propios diálogos basándose en las respuestas a-c del ejercicio 6 y el diálogo de ejemplo. Haz que se fijen en las expresiones esenciales para preguntar sobre rutinas del Communication kit. • Obsérvalos mientras escriben y ayúdalos si lo necesitan.

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Step 4: Communicate Skills builder Speaking: Intonation in questions Destaca que en las preguntas con la partícula wh- la entonación suele bajar al final.

10 • Los niños practican sus diálogos en parejas entonando correctamente las preguntas. • Que se intercambien los papeles en ambos diálogos para practicar un poco más.

11 • Pide a algunas parejas que lo representen para toda la clase. • Los alumnos tienen que levantar la mano si otra pareja tiene las mismas respuestas. Esto hará que escuchen atentamente a sus compañeros. Integrated skills: Workbook, pág. 113

UNIT

egrated skills integrated skills ASKING ABOUT ROUTINES

OL

Excuse me, (1) … Thanks! It’s for a survey about the sports centre. (2) … What activities do you usually do at the sports centre? (3) … OK, great. That’s all. Thanks for your time!

Ejercicio 5 1 c 2 b 3 a

6

1.47 Copy and complete the dialogue with questions a–c. Then listen and check.

a) And what other sports do you like doing? b) How often do you use the sports centre? c) Can I ask you a few questions? 7 Listen again and repeat. Practise your intonation.

Sure. Go ahead! Oh, OK. I usually come here twice a week. I go swimming once a week with school and I do judo once a week. I like cycling and I love playing tennis! No problem. Bye!

Step 4: Communicate SKILLS BUILDER Speaking: Intonation in questions When we ask wh- questions, the intonation usually goes down at the end. What activities do you usually do? 10 Work in pairs. Take turns to practise your dialogues. Use the correct intonation for questions.

Step 3: Write 8 Imagine you’re at the sports centre and Hazel asks you to complete the survey. Write your answers to the questions in exercise 6. 9 Prepare a new dialogue. Write both parts. Use your notes from exercise 8 and the dialogue in exercise 6 to help you.

Excuse me, can I ask you a few questions? Sure. Go ahead!

Excuse me, can I ask you a few questions? Sure. Go ahead! 11 Act your dialogue for the class.

COMMUNICATION KIT Asking about routines Excuse me, can I ask you a few questions? Sure. Go ahead! How often do you … ? I usually … once / twice a week. That’s all. Thanks for your time!


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Writing

A class survey Ejercicio 1

1

ten – basketball, swimming, walking, football, dancing, tennis, aerobics, cycling, skateboarding, athletics

1.48 Read and listen to the survey and the results. How many sports and activities can you find?

Results

CLASS SURVEY:

Physical activity out of school

There are 31 students in my class. 28 students do regular physical activity out of school.

Name: Jam es Willi ams

Most students usually do physical activity once or twice a week. Nine students often exercise more than twice a week.

1 Do you do physical activity out of school? No Yes 2 How often do you do physical activity out of school?

3 time s a week 3 What activities do you like doing? Bask etba ll, swim ming and walk ing school? 4 Are you in a team or club out of No Yes 5 Which team or club are you in? Bask etba ll

Ejercicio 2

2 Read the Writing focus. Then choose the correct words in rules a) and b).

a always b before

a) In English we usually / always use a subject. b) The subject goes before / after the verb.

WRITING FOCUS

My classmates’ favourite activities are football, dancing and tennis. Other popular activities are swimming, aerobics, 10% basketball, cycling and Never skateboarding. 14 students in my class are in a team or club out of school. These include football and basketball teams, and swimming and athletics clubs.

60%

Once or twice a week

30%

More than twice a week

4 Order the words to make sentences. 1 2 3 4 5

1 I do physical every / day / physical / activity / do / I . activity every has / got / My / town / a / park . day. the / football / team / Henry / is / in . 2 My town has usually / go / We / swimming / on / Saturdays . got a park. plays / football / and basketball / My brother . 3 Henry is in the

Word order

subject + verb Most students do 14 students are

+ other words physical activity. in a team or club.

Remember! Adverbs of frequency go after be and before other verbs. Most students usually do physical activity once or twice a week. Ejercicio 3 b football, dancing and tennis

3 Find phrases a–d in the Results. Which one is not a subject? a) 28 students b) football, dancing and tennis c) Most students d) My classmates’ favourite activities

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Ejercicio 4

Writing task Write the results of a class survey Plan First, write your own answers to the questions in the survey. Then, find out your classmates’ answers.

football team. 4 We usually go swimming on Saturdays. 5 My brother plays football and basketball.

Write Write the results. Use the text in exercise 1 to help you. Check Check your writing.

✔ word order: subject + verb + other words ✔ word order: adverbs of frequency ✔ vocabulary for sports and activities


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Writing A class survey Objetivos de la lección recopilar información a partir de las • respuestas de una encuesta escribir los resultados de una encuesta •

Warmer Jugad a Twenty Questions. Piensa en un deporte o actividad de la unidad (p. ej.: ice hockey). Tienen que intentar adivinarlo haciéndote preguntas, y tú solo puedes responder con yes o no (p. ej. Do you use a ball? Do you play this sport in a team?)

Writing task El objetivo de este ejercicio es escribir un texto a partir de unas indicaciones para aprender a usar correctamente el present simple en afirmativa, negativa e interrogativa. Además, también les servirá para practicar los adverbios de frecuencia y vocabulario relacionado con deportes y actividades. Pídeles que sigan los pasos del Student’s Book y cuando lleguen a Check, que se intercambien el cuaderno con un compañero y corrijan el texto.


1 • Individualmente, que busquen los deportes y actividades mencionadas en los dos textos. • En parejas, que comparen las respuestas. • Compruébalas con toda la clase.

2 • Diles que lean el cuadro Writing focus. • Que lean las normas a y b y, en parejas, escojan las respuestas correctas. • Comprobadlas todos juntos. • Si es necesario, explícales que el sujeto de una oración es la persona u objeto que realiza la acción.

3 • Los niños buscan los sujetos de las oraciones de los resultados y determinan las frases que no lo son. • Comprobad la respuesta todos juntos.

4 • Primero, haz un ejemplo con toda la clase. Escribe en la pizarra like the all football students y pide a los alumnos que ordenen las palabras correctamente (All the students like football). • Luego, que vuelvan a escribir las cuatro oraciones bien ordenadas. • En parejas, que comparen las respuestas. • Compruébalas con toda la clase.

T 38

Study guide Grammar, Vocabulary and Speaking Explica a los alumnos que la Study guide es una página importante que aporta información útil sobre el lenguaje de la unidad: gramática, vocabulario y el lenguaje funcional de las Integrated skills. Diles que pueden consultarla para preparar un test o un examen.

Grammar • Haz que lean las oraciones de ejemplo con adverbios de frecuencia y asegúrate de que saben utilizarlos correctamente. • Diles que miren las oraciones de ejemplo con love, hate, (don’t) like y don’t mind + ing y asegúrate de que las entienden. Si es necesario, pídeles que las traduzcan. • Luego, que lean las oraciones de ejemplo interrogativas y las que muestran el orden correcto de las palabras, asegurándote de que saben como formarlas, y pídeles que las traduzcan. • Diles que consulten la Grammar reference en las páginas 88-89 del Workbook para repasar la gramática.

Speaking • Comprueba que los alumnos entienden las expresiones para preguntar sobre rutinas. • Diles que representen la conversación entre una persona que pregunta y otra que responde.

Additional material Workbook • Progress check, página 30 • Self evaluation, página 31 • Grammar reference and practice, página 88 • Vocabulary extension, página 104 • Integrated skills, página 113 • Writing reference and task, página 124

Vocabulary • Di a los niños que lean la lista de palabras y comprueba que las entienden. • Diles que consulten la Wordlist de la página 151 del Workbook si han olvidado algunas palabras.

Teacher’s Resource File • ‘Pulse Basics worksheets’, páginas 18–22 • ‘Vocabulary and grammar consolidation worksheets’, páginas 11–14 • ‘Translation and dictation worksheets’, páginas 4, 14 • ‘Evaluation rubrics’, páginas 1–7 • ‘Key competences’, páginas 5–6 • ‘Culture and CLIL worksheets’, páginas 9–12 • ‘Culture video worksheets’, páginas 5–6 • ‘Digital competence worksheets’, páginas 5–6 • ‘Macmillan Readers worksheets’, páginas 1–2 T 39

Tests and Exams • Test de la Unidad 3: Basic, Standard y Extra • CEFR Skills Exam Generator • Test del primer trimestre: Basic, Standard y Extra

UNIT

Study guide Grammar

Vocabulary

Adverbs of frequency

Sports and activities

adverbs of frequency

I never ride my bike in the snow. He rarely goes skiing. Icebiking is sometimes dangerous. Ice hockey is often exciting. I usually play tennis on Sundays. They always go swimming at the weekend.

love, hate, (don’t) like, don’t mind + -ing love, hate, (don’t) like, don’t mind + -ing

I love doing judo!

aerobics athletics cycling gymnastics horse-riding judo mountain-biking roller-skating skateboarding surfing swimming yoga

Action verbs catch dive hit jump kick lift

He likes playing football. She doesn’t mind watching films. We don’t like studying maths. They hate going to the gym.

ride run score skate ski throw

Question forms: word order be questions

question am/is/are word Is Where are

subject Vancouver my skis?

in Canada?

have got questions

question have/has subject word you Have When the team has

got got got

a football? training?

questions with other present simple verbs

question do/does subject word you Do Where they do

In vocabulary exercises, don’t forget your grammar! Make sure you use the correct form of the verbs.

verb like do

PE? judo?

Rules for play, do and go play + ball sports: play football / tennis / basketball do + other activities: do judo / archery / karate go + -ing: go swimming / running / climbing


9780230429697_Pulse_03.indd 39

LEARNING TO LEARN

Speaking Asking about routines Excuse me, can I ask you a few questions? Sure. Go ahead! How often do you … ? I usually … once / twice a week. That’s all. Thanks for your time!


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Step 1: Think

1


Step 3: Create

Making a wall

Step 4: Evaluate

Digital Literacy When you make a wall, remember to: • write the information in your own words – don’t copy and paste! • use ICT and web resources in a responsible way. • include different types of information – text, photos, video clips, links …

TASK Work in groups of three to create a ‘wall’ about a famous sports star from your country.

Step 1: Think 1 Look at the wall below. Find an example of: 1 a video clip 2 facts about the person 3 a description of the person 4 a photo of the person 5 a link for more information 6 a quote by the person 7 an introduction 3 a description of the person

Tom Daley

Pablo

Olympic diver

Tom has got short, straight dark hair and brown eyes.

Sara

7 an introduction

4 a photo of the person

Tom Daley is a British diver. He specializes in the 10 metre platform event – he dives from 10 metres above the water!

Pablo Tom trains every day. In fact, he usually trains twice a day! First, he goes to the gym for an hour to get strong. Then he practises in the pool for an hour.

Bea 5 a link for more information

Bea In this video Tom Daley talks about diving. You can also see him training and diving in the pool! 40


On this website, you can find more information about Tom: www.tomdaley.tv

Sara 1 a video clip

‘I’m a diver not a swimmer!’ Tom Daley

2 facts about the person

Pablo Born: 21 May 1994 From: Plymouth, England Medals / prizes: Tom has got one Olympic® bronze medal (2012) and two Commonwealth gold medals (2010).

6 a quote by the person

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Collaborative project 1 Making a wall Objetivos de la lección • hacer un “muro” sobre un deportista famoso en grupo • identificar los elementos incluidos en un “muro” de ejemplo • escuchar a un grupo planificar un “muro” • leer un fragmento de una conversación y completarlo

Enlace web recomendado www.padlet.com

Warmer Jugad al ahorcado con las palabras sports stars. Escribe en la pizarra una raya por cada letra: _ _ _ _ _ _ _ _ _ _ _. Los niños van diciendo letras e intentan adivinar las palabras. Dibuja una parte del ahorcado por cada letra incorrecta.

TASK Lee el ejercicio con todos los alumnos y comprueba que lo entienden. NOTA: Si no tienen ordenadores, pueden hacer un póster.

1

Step 1: Think • Habla de los muros con la clase. ¿Han visto alguno? ¿Han hecho alguno? • Lee la lista de elementos que deben identificar, ayudándolos con el vocabulario. Señala que un link es un enlace a una web, y que a quote es algo que ha dicho una persona. • Pídeles que miren el muro y busquen un ejemplo de cada elemento. • Comprueba las respuestas con toda la clase. • Lee en voz alta el cuadro Digital literacy y comprueba que lo entienden.

T 40


1.49 • Pídeles que lean las preguntas atentamente. • Pon el CD para que escuchen las preguntas y las respondan. • Comprueba las respuestas con todo el grupo.

3 • Lee para toda la clase el cuadro Useful language, ayudándolos con el vocabulario. Anímalos a poner otros ejemplos, p. ej.: We can write about David Beckham. We can do a wall about Rafa Nadal. I’d like to find the links. • En parejas, que lean el fragmento de la conversación y lo completen. • Vuelve a poner el CD para que escuchen las respuestas y las corrijan. • Comprobadlas todos juntos y diles que practiquen el diálogo en grupos.

4 • Explícales que van a planear cómo hacer un muro en grupos. • Diles que lean la lista de pasos necesarios. • Que se pongan en grupos de tres para prepararlo. Pide a uno o dos grupos que lo expliquen al resto de la clase.

Step 3: Create 5 • Leed juntos los pasos para que les quede claro lo que tienen que hacer. • Obsérvalos mientras escriben, ayudándolos si lo necesitan. Share information En grupos, los niños comparten la información que incorporarán al muro, buscan qué se podría mejorar y comprueban que no haya ningún error. Create a wall Cada grupo elabora su muro. Anímalos a desarrollar su creatividad y a intentar que sea todo lo atractivo que puedan. Recuérdales que tienen que usar sus propias palabras y comprobar que no hay ninguna falta de ortografía. Show and tell Cada grupo presenta su muro y lo explica a la clase. Deja tiempo para que los demás alumnos puedan leerlos y hacer comentarios. Si quieres, también puedes proponerles que voten para elegir el mejor.

T 41

Step 4: Evaluate 6 • Reparte fotocopias de los cuadros de evaluación: Teacher’s Resource File, sección ‘Key competences’, páginas 48-49. • Mirad los cuadros todos juntos. • Lee todas las opciones, resolviendo las dudas que tengan de vocabulario. • Que hagan la autoevaluación; ayúdalos si lo necesitan.

Extra activity Que elaboren un muro sobre otro deporte o estrella internacional, ya sea individualmente, en parejas o en grupos pequeños.

1.49 Transcripción, ejercicios 2 y 3 Mario OK, let’s choose a sports star. We can write about Miguel Indurain or Fernando Alonso. David They’re OK, but I’d like to write about a young sports star. Ana That’s a good idea. What about Borja González? He’s a footballer. He’s only seventeen. What do you think? Mario Yes, I agree. So what information can we include? David Lets give some facts about him, for example where he’s from and what he likes doing in his free time. Silvia Yes, and we can include some photos and a video clip. Mario OK. Can we add a quote or a link? David A link is a good idea, but a quote is too difficult. All his quotes are in Spanish. Ana OK. Look, there’s some information on this website. Let’s read it and then choose the interesting facts. Mario Yes, and then write them in our own words.

Ejercicio 2 1 c Borja González 2 They decide to include facts about the person, photos and a video clip. 3 No. They decide to read the information, choose the interesting facts and then write them in their own words.

Ejercicio 3 1 choose 2 like 3 think 4 agree 5 Let’s 6 can

Step 3: Create



1 Who do they decide to do the wall about? a) Miguel Indurain b) Fernando Alonso c) Borja González 2 Which things from Step 1 do they decide to include? 3 Do they copy the information from a website? 3 Complete the conversation extract with the words in the box. Listen again and check your answers. like

can

choose

Let’s

agree

think

Mario: OK, let’s (1) … a sports star. We can write about Miguel Indurain or Fernando Alonso. David: They’re OK, but I’d (2) … to write about a young sports star. Ana: That’s a good idea. What about Borja González? He’s a footballer. He’s only 17. What do you (3) … ? Mario: Yes, I (4) … . So what information can we include? David: (5) … give some facts about him, for example where he’s from and what he likes doing in his free time. Silvia: Yes, and we (6) … include some photos and a video clip. 4 Work in groups. Plan your wall. Use the Useful language box to help you. • Choose a person to write about. • Decide what information to include. • Decide how to share the work. Make sure everyone contributes. • Decide when to meet again to share your information.

5 Follow the steps to create your wall. Share information Read and listen to each other’s work. Discuss your work. Check these things: • Is it in your own words? • Have you got all the information you need? • Have you got photos, video clips and links? • Is the grammar and vocabulary correct? • Is the spelling and punctuation correct? Create the wall Put the information on the wall. Add your photos and video clips. Decide the final design. Then, check the grammar, vocabulary, spelling and punctuation again. Show and tell Present your wall to your class.


Useful language We can write about a famous tennis player. What information can we include? Let’s write about ... . I’d like to find the photos. Do you agree? Yes, I agree. / No, I don’t agree. That’s a good idea. That’s very difficult. I can find some facts. 41


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UNIT

looking good?

Objetivos de la unidad y competencias clave En esta unidad los alumnos aprenderán… • a entender, memorizar y usar correctamente palabras relacionadas con la ropa CCL CSC • a entender, memorizar y usar correctamente adjetivos para describir el carácter CCL • a entender y usar correctamente estructuras gramaticales en present continuous y present simple, y buscar paralelismos con su lengua materna CCL CAA • sobre celebraciones y trajes típicos del Reino Unido CCL CMCT CEC • sobre ropa tradicional en otros países viendo un vídeo corto CCL CMCT CEC

En esta unidad los alumnos aprenderán a… • buscar información específica en un texto sobre bailes de graduación CCL CEC • buscar información sobre bailes de graduación CCL CD CEC SIE • buscar información específica en un fragmento de un programa de TV CCL CSC CEC • describir la forma de vestir de la gente CCL CSC • hacer la descripción de una foto CCL CSC • escuchar información específica en un examen CCL CAA • leer información concreta en una página web, escuchar una conversación telefónica, comprar y probarse ropa en una tienda CCL CD CSC


Destrezas



• Ropa y calzado: jumper, coat, trainers, etc. • Adjetivos para describir el carácter: cheerful, friendly, proud, etc.

• Leer un artículo sobre los bailes de graduación • Leer un texto sobre festivales y trajes del Reino Unido • Leer una página web

Gramática • Present continuous: afirmativa, negativa, preguntas y respuestas breves • El present continuous y el present simple

Lenguaje útil • Expresiones para probarse ropa

Pronunciación • la terminación -ing

Expresión escrita: interacción y producción • Escribir un diálogo personalizado • Escribir una descripción en tres pasos: planear, escribir, repasar

Comprensión oral • Escuchar un fragmento de un programa de TV sobre la psicología de los colores • Escuchar a gente comprando ropa • Aprender a escuchar información específica en un examen

Expresión oral: interacción • Describir cómo visten las personas • Hacer y responder preguntas sobre lo que ocurre en el momento de hablar

Expresión oral: producción • Preparar y representar un diálogo sobre comprar ropa


Estrategias de aprendizaje y destrezas del pensamiento • Leer un texto por encima para buscar información específica


External exam trainer • Listening: ejercicio de completar huecos

Materiales digitales Pulse Live! Digital Course, que incluye: • Tablas de gramática interactivas • Vídeo modelo de expresión oral: probarse ropa • Vídeo con material cultural: ropa y apariencia Página web del alumno

Conciencia cultural • Bailes de graduación en institutos de los EE. UU. • Trajes típicos de Inglaterra, Escocia y Gales • Comparar los vestidos tradicionales de Inglaterra, Escocia y Gales con los del país o región del alumnado

Contenidos interdisciplinares • Diseño y tecnología: ropa • Tecnología: buscar información en internet • Lengua y literatura: convenciones para hacer una descripción

Competencias clave Competencia en comunicación lingüística CMCT Competencia en matemáticas, ciencia y tecnología CD Competencia digital CAA Aprender a aprender CSC Competencias sociales y cívicas SIE Sentido de iniciativa y emprendimiento CEC Conciencia y expresión cultural CCL

Competencia digital • Web quest: la historia de los bailes para celebrar el fin del bachillerato en los EE. UU. • Worksheet de competencia digital: crear avatares


Materiales de ampliación • Actividad para fast-finishers: Student’s Book, página 43 • Actividades extra: Teacher’s Book, páginas T42, T47 • Teacher’s Resource File: ‘Vocabulary and Grammar: Extension worksheets’, páginas 17–18

Teacher’s Resource File • ‘Translation and dictation worksheets’, páginas 5, 15 • ‘Evaluation rubrics’, páginas 1–7 • ‘Key competences worksheets’, páginas 7–8 • ‘Culture and CLIL worksheets’, páginas 13–16 • ‘Culture video worksheets’, páginas 7–8 • ‘Digital competence worksheets’, páginas 7–8 • ‘Macmillan Readers worksheets’, páginas 3–4 U 4

UNIT THINK ABOUT IT When is looking good important? Think about … school parties special occasions

Vocabulary and Speaking Clothes and shoes 1

2.02 Listen and repeat the words in blue in the quiz. Which things are you wearing today?

2 Do the quiz. Do you agree with your result?

Are you a fashion victim? START HERE

A fabulous dress or skirt and some new shoes.

It’s the school disco. What are you wearing?

Some nice trousers, with a jacket, shirt and maybe a tie.

You’re at the shopping centre. What do you buy?

All the new fashions! I need to get the new style of coat or boots.

When you meet somebody new, what do you remember about them?

Something from a sports shop … maybe some football shorts or socks or a baseball cap.

Clothes and fashion are important to you and you’re prepared to pay for it!

Something casual: jeans, T-shirt and maybe a jumper.

Their trainers or the colour of their T-shirt.

You prefer a sporty look, but you like to dress up for a party!

The music they like … maybe their interests. Definitely not their clothes!

You’re definitely not a fashion victim. Personality is more important for you!

EXPRESS YOURSELF

3 Choose a classmate. Write a list of what he or she is wearing, including the colours.

She’s wearing blue jeans and a white T-shirt, ... 4 Work in pairs. Describe the classmate. Guess who it is.

She’s wearing blue jeans and a white T-shirt. Is it Julia? No, it isn’t. It’s Sara! 42

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LOOK! adjective + noun I usually wear a shirt white. ✘ I usually wear a white shirt. ✔


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Vocabulary and Speaking Clothes and shoes Objetivos de la lección • aprender vocabulario sobre la ropa • describir lo que lleva puesto una persona • aprender / repasar palabras para referirse a los colores

Warmer Diles que se pongan en parejas y anoten todos los nombres de colores que sepan en inglés (p. ej., red, blue, black). Anímalos a decir algunos ejemplos y escríbelos en la pizarra para preparar el ejercicio 3.

Think about it Explica el significado de looking good (llevar ropa atractiva o elegante, ir bien peinado, etc.). En parejas, que digan cuándo es importante ir bien vestido y por qué, teniendo en cuenta cada caso. Comprueba las respuestas con toda la clase.

1

4 • Di a los alumnos que se pongan en parejas. • Que usen he’s / she’s wearing y el vocabulario de colores y ropa para describir a un compañero. • Luego, tienen que adivinar qué compañero de la clase han descrito.

Look! Recuérdales que, en inglés, los adjetivos van delante de los nombres.

Extra activity Que escriban una oración que comience con I’m wearing... y que describan la ropa que llevan puesta utilizando el vocabulario para colores y vestuario del ejercicio 2.


2.02 • Pon el CD para que escuchen las palabras y las repitan. • Que digan las prendas que llevan hoy. • Comprueba las respuestas con toda la clase. • Asegúrate de que entienden todas las palabras, y diles que las traduzcan si es necesario.

2 • Explícales cómo funciona el quiz: la

3

respuesta a la primera pregunta te lleva a la siguiente pregunta, y así sucesivamente. • Diles que respondan las preguntas del quiz. • Que comparen las respuestas en parejas (p. ej., I prefer a sporty look. How about you?). • Comprueba las respuestas con toda la clase y explícales qué es una fashion victim (alguien que se deja influir fácilmente por las últimas tendencias de la moda).

• Que elijan a un compañero y hagan una lista de lo que lleva puesto basándose en los colores y las prendas del ejercicio 2. • Comprueba las respuestas con toda la clase.

T 42

Reading Text type: A web article Objetivos de la lección • leer un artículo sobre ropa en internet • decir qué ropa prefieren los alumnos y por qué

Enlace web recomendado www.duckbrand.com/promotions/stuck-atprom

Warmer Repasa el vocabulario para la ropa de la lección anterior. Escoge entre seis y ocho palabras y escribe en la pizarra la primera y la última letra, con rayas para las demás, p. ej. t _ _ _ _ _ _ s (trainers). En parejas, que las completen y di a algunos niños que las escriban en la pizarra. Si se equivocan, pide a los demás que las corrijan.

1

2.03 • Diles que miren las fotos. • Lee la pregunta en voz alta y anímalos a responderla. • Pon el CD. Que los alumnos escuchen el artículo y lo lean en sus libros para comprobar las respuestas. • Que las comparen en parejas. • Compruébalas con toda la clase.

Word check Comprueba que entienden el significado de las palabras nuevas, usando las fotos si tienen dudas. Diles que una limousine es un coche grande, caro, y conducido por un chófer.

Language note En inglés de EE. UU., tuxedo (o tux) equivale a dinner jacket en inglés británico (esmoquin).

Culture note Señala el cuadro Did you know? y explica que prom (promenade abreviado) es la fiesta de final del bachillerato, y que es un momento importante para los alumnos. También se celebra en Canadá y se han vuelto muy populares en el Reino Unido. T 43

2 • Que completen las oraciones a partir de la información del artículo. • Que comparen las respuestas en parejas. • Compruébalas con toda la clase.

3 • Diles que lean las preguntas con atención y asegúrate de que las entienden todas. • Que busquen las respuestas en el artículo. • Que las comparen en parejas. • Compruébalas con todo el grupo.

4 • Que escriban las respuestas a la pregunta y las justifiquen. • En parejas, que las comparen. • Comprobadlas todos juntos.

Finished? Pide a los que acaben primero que diseñen ropa para el concurso Stuck at Prom®. Recuérdales que usen colores y ropa de esta lección y anímalos a ser creativos.

Web quest Que busquen la historia de estos bailes en EE. UU. Haz que se fijen en el Web quest tip.

1 • Haz que escriban tres cosas que les gustaría saber sobre los bailes de graduación, p. ej., How old are students at prom dances? • En parejas, que escriban una lista de palabras clave para buscar información sobre estos bailes. 2 • Que usen un navegador de internet, como el Internet Explorer. • Que abran un buscador (p. ej., Google) e introduzcan sus preguntas. • Que busquen las respuestas a sus tres preguntas. 3 • Diles que compartan su información con el resto de la clase.

Stuck at Prom!

T

he annual prom dance is a very important event for high school students in the USA. They sometimes travel to the prom in limousines, and they dance all evening with their friends. Every year, two popular students become the Prom King and Queen. Students always wear special clothes for prom. Girls usually wear beautiful, formal dresses and they carry flowers. Boys usually wear tuxedos. But some students’ prom clothes are more unusual – they’re trying to win a competition called Stuck at Prom®. This competition is organized by Duck Tape® and students can win college scholarships of $5,000 each.

b

a

As you can see in the picture, Lara and Cole aren’t wearing traditional prom clothes. They’re Stuck at Prom® winners and everything except their shoes is made of Duck Tape®! Cole isn’t wearing a normal tuxedo – he’s wearing a black and purple jacket, black trousers, a purple waistcoat and a black tie. And it’s all made of tape! Of course Lara’s dress is made of the special tape too. And that isn’t real jewellery – it’s also made of tape.

c

If your school has an end-of-year party, why not try making your own clothes? There are more than 20 colours of Duck Tape®, so the only limit is your imagination! Cole

Word check stuck high school carry competition tape scholarship waistcoat

They are going to a prom dance.

Ejercicio 2 1 the USA 2 college scholarships of $5,000 3 waistcoat 4 is made of Duck Tape®

DID YOU KNOW? Every year, Americans spend more than Ejercicio 3 $6 billion on high school proms.

1 special clothes – girls usually wear A web article 3 Read the article again and answer the questions. beautiful, formal 1 What do students usually wear for prom? 2.03 Look at the pictures. Where do you think 1 dresses 2 Are Lara and Cole wearing traditional prom these people are going? Read, listen and check. and boys, clothes? tuxedos 2 Copy and complete the sentences with information 3 What is Cole wearing? 2 no 4 Is Lara’s dress made of tape? from the text. 3 a black 5 Why are they wearing unusual clothes? and purple 1 High school proms are very important in … jacket, black 2 In the competition, students can win … 4 Do you prefer the clothes in picture a), b) or c)? trousers, a purple 3 Cole is wearing a purple … Why? waistcoat 4 Lara’s dress is made of … and a black tie FINISHED? 4 yes WEB QUEST In your notebook, design 5 because clothes for the Stuck at Prom® Research the history of prom in the USA. they’re competition. Think about the 1 Keywords: In pairs, make a list of the keywords Remember to use more Stuck at than one website to Prom® colours, style and accessories. you need to research prom in the USA. check your facts. winners 2 Collaboration: work together to find out about

Reading Ejercicio 1

Lara

the history of prom in the USA. 3 Share your knowledge with the rest of Table: the class. Interactive Grammar Workbook page xx

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Grammar

Present continuous Ejercicio 1 now; today; at the moment

1 Look at the tables. Which time expressions do we use with the present continuous?

negative

I’m not watching television. He / She / It isn’t wearing jeans at the moment. We / You / They aren’t dancing now. 2 Write the -ing form of verbs 1–6. Use the spelling rules in the Study guide on page 51. 1 swim 3 sit 5 go 2 have 4 win 6 dive

1 swimming 2 having 3 sitting 4 winning 5 going 6 diving

ANALYSE In English, present continuous sentences always have a subject, the verb be and an -ing form. Is this the same in your language?

Ejercicio 3

3 Look at the picture. Write affirmative and negative sentences. Beth (not wear trousers / wear a dress) Beth isn’t wearing trousers. She’s wearing a dress.

1 Rufus and Jack aren’t walking. They’re running. 2 Jack isn’t wearing pyjamas. He’s wearing sports clothes. 3 Beth and Amy aren’t going to school. They’re going to a party. 4 Amy isn’t Rufus carrying flowers. She’s carrying a present. 5 June and Jane aren’t riding a horse. They’re riding a bike.

1 2 3 4 5

Jack and Rufus (not walk / run) Jack (not wear pyjamas / wear sports clothes) Amy and Beth (not go to school / go to a party) Amy (not carry flowers / carry a present) Jane and June (not ride a horse / ride a bike)

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Ejercicio 4 a -ing b be

Yes, I am. No, I’m not. Is he / she / it Yes, he / she / it is. singing a song? No, he / she / it isn’t. Are we / you / they Yes, we / you / they are. watching television? No, we / you / they aren’t. Are you studying?

affirmative

I’m studying English now. He / She / It’s wearing new clothes today. We / You / They’re singing a song.

Ejercicio 2

4 Look at the table. Complete rules a) and b) with be and -ing.

Amy

a) The word order for questions is: be + subject + verb + … + other words + ? b) We use the affirmative or negative form of … in short answers. 5 Write present continuous questions for these answers. (speak) English? Yes, we are. Are we speaking English? 1 2 3 4 5

(wear) school uniform? No, they aren’t. (walk)? No, he isn’t. (ride) a bike? Yes, they are. (wear) a dress? No, I’m not. (study)? Yes, I am.

EXPRESS YOURSELF

6 Write present continuous questions for 1–5. 1 you / use a computer / now? 2 it / rain / at the moment? 3 your teacher / speak English / now? 4 your friends / wear / jeans? 5 your parents / work / today? 7 Work in pairs. Ask and answer your questions from exercise 6. June

Beth Jack

2.04–2.05

Jane

Ejercicio 5 1 Are they wearing school uniform? 2 Is he walking? 3 Are they riding a bike? 4 Are you wearing a dress? 5 Are you studying?

Ejercicio 6 1 Are you using a computer now? 2 Is it raining at the moment? 3 Is your teacher speaking English now? 4 Are your friends wearing jeans? 5 Are your parents working today?

Pronunciation lab: -ing endings, page 124

Digital course: Interactive Interactive grammar Grammar table Table: Workbook page Study xx guide: page 51

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Grammar Present continuous Objetivos de la lección aprender a usar el present continuous en • afirmativa y negativa • hacer preguntas en present continuous y responderlas con respuestas breves

Warmer Escribe de forma desordenada esta oración de la lección anterior en la pizarra: and jacket black ’s wearing a he purple. En parejas, que la escriban en orden correcto (He’s wearing a black and purple jacket).

1 • Señala las formas contraídas en azul (’m, etc). • Explica que usamos be y un verbo terminado en -ing (studying, etc.) para formar el present continuous. Destaca las terminaciones -ing en azul de los verbos. • Indica que el present continuous se usa para referirse a cosas que ocurren en el momento de hablar. Escribe en la pizarra He usually wears a blue jacket y He’s wearing a black and purple jacket today y comprueba que saben cómo distinguirlo. • Anímalos a decir las expresiones temporales que van con el present continuous en las tablas.

2 • Pídeles que lean las normas ortográficas para el present continuous de la página 51. • Que hagan el ejercicio individualmente. • En parejas, que comparen sus respuestas. • Compruébalas con toda la clase.

4 • Comprueba las respuestas con todos. • Diles que miren la tabla y las reglas a–b. • Luego, que las completen con be e -ing empleando la información de la tabla. • Comprueba las respuestas con toda la clase.

Language note Haz que se fijen en el uso de las formas contraídas en respuestas breves en negativa: No, I’m not, No, he isn’t, No, they aren’t. Indica que las formas contraídas no se usan en respuestas breves en afirmativa.

5 • Lee en voz alta las palabras dadas para hacer la pregunta, y luego respóndela. • Que escriban las preguntas individualmente. • Diles que las comparen en parejas. • Compruébalas con toda la clase. EXPRESS YOURSELF

6 • Haz la pregunta 1 con todos los niños. Anímalos a participar y escríbela en la pizarra – Is it raining at the moment? • Que hagan las demás preguntas individualmente. • En parejas, que las comparen. • Comprobadlas todos juntos y haz que se fijen en el uso de at the moment, now y today con el present continuous.

7 • En parejas, que se turnen para hacer las preguntas del ejercicio 6 y responderlas. • Pide a algunas parejas que te digan sus respuestas. Pronunciation lab: -ing endings, página 124

Analyse Pide a los niños que lean la información sobre el present continuous en inglés y que la comparen con su lengua. Que digan si la oración I am eating se forma igual.


3 • Diles que miren el dibujo y que lean las oraciones. Haz que se fijen en el uso de las formas breves. • Individualmente, que escriban oraciones en afirmativa y en negativa. • En parejas, que comparen sus respuestas.

T 44

Vocabulary and Listening Adjectives of character Objetivos de la lección • Aprender algunos adjetivos para describir el carácter • Escuchar información específica

Warmer Anímalos a decir nombres de colores en inglés y escríbelos en la pizarra. Diles que se pongan en parejas y que los clasifiquen por orden de preferencia (de mayor a menor).

1 • Comprueba que entienden qué es character en este contexto (el tipo de persona que eres). • Diles que miren las fotos y respondan la pregunta en parejas. • Comentad las respuestas todos juntos.

2

2.06 • Pide a los alumnos que lean el texto. • Pon el CD para que escuchen y repitan las palabras en azul. • Anímalos a traducir las palabras.

Look! Comprueba que los niños comprenden quite / a bit shy (a diferencia de very shy) y very confident.

3 • Asegúrate de que entienden cómo funciona el diagrama de Venn. • Diles que completen el diagrama ubicando correctamente las palabras del texto. • En parejas, que comparen las respuestas. • Compruébalas con toda la clase.

4 • Que digan cuál es su color favorito. • Que lean la parte del texto que explica cómo son las personas a las que les gusta ese color. • Diles que comenten con toda la clase si están de acuerdo o no con el texto, y por qué.

5

2.07 • Diles que van a escuchar la primera parte de un programa de radio. Un experto está hablando sobre dos personas de las fotos a–c. • Pon el CD. Que identifiquen a las dos personas. • En parejas, que comparen sus respuestas. • Comprobadlas todos juntos.

T 45

6

2.08 • Primero, pídeles que lean el inicio y el posible final de cada oración. • Pon el CD. • Que elijan las respuestas correctas. • En parejas, que las comparen. • Comprueba las respuestas con toda la clase.

2.07 Transcripción, ejercicio 5 Man Hello! Today in Popular Science we’re looking at the psychology of colour theory – can you guess a person’s personality from the colours they’re wearing? Here to help us with our experiment is Doctor Ella Browning. Hello, Ella. Ella Hello! Man So, here we’ve got photos of two people – can you give us your opinion about their personality? Ella OK - let’s see! In this photo, the girl’s wearing a black jumper and covering her face. In my opinion, this means that she’s quite shy. Also, she isn’t wearing any bright colours. I think this means she’s quite serious. I also think she’s probably quite creative. Man OK, and what about this other photo? Ella Well, this girl looks very energetic! In my opinion, she’s very sporty. And her body language is very open – she’s smiling and wearing bright colours – so I think she’s a confident and cheerful person. Man OK. Thanks, Ella – now let’s see if these opinions match the reality of the person …

2.08 Transcripción, ejercicio 6 Man OK. Thanks, Ella – now let’s see if these opinions match the reality! Please welcome Lucy and Amanda … Lucy Hi! Amanda Hello. Host So, Lucy, what do you think of Ella’s analysis? Lucy Well, it’s true that I’m covering my face – but it’s because I’m feeling cold! So, actually I’m not shy – in fact, I’m quite sociable. I love talking to people! And I do like to wear bright colours usually. So, in general, the analysis is not correct. But I am quite creative – that part’s true! Host I see. So, the reality is quite different! What about you, Amanda? Amanda Yeah, I look so happy in this photo! I’m smiling because it’s a lovely sunny day and I’m having fun with my friends. In general, I agree with the analysis – I’m quite confident and I often wear bright colours. But I’m definitely not a sporty person, so that part isn’t correct! Host Great! Thanks, both of you. Well, I think we can conclude that there’s some truth in the analsys …

UNIT

Vocabulary and Listening Adjectives of character

1 Look at the people in the pictures. Can you guess their character from the colours they’re wearing? 2

2.06 Read the text. Listen and repeat the words in blue. How do you say them in your language?

What does colour say about YOU?

a

What colours are you wearing today? Read our guide to see what they say about your character. ● People who like red are often confident, but they can also be a bit selfish. b

● Yellow is the colour of sunshine. If you prefer yellow, you’re probably cheerful and friendly. ● If you love blue, you’re probably clever and proud. But you can also be a bit unfriendly. ● Green is the colour of nature. If you like green, you’re probably quiet, but you can also be jealous. ● Orange is a mix of red and yellow. If you love orange, you’re probably adventurous and funny, but a bit lazy! ● If black is your favourite colour you’re probably shy, but your friends know that you’re a nice person underneath!

Ejercicio 3 positive cheerful friendly clever adventurous funny nice negative unfriendly jealous lazy neutral quiet shy

3 Copy and complete the diagram with the adjectives from the text.

positive

confident

proud

negative

selfish

4 What’s your favourite colour? Do you agree or disagree with the text?

My favourite colour is red. I’m quite confident, but I’m not selfish! LOOK! adverbs of degree He’s quite / a bit shy. He isn’t very confident.

5

6

2.07 Listen to the first part of a radio interview. Which two people from pictures a–c does the expert talk about?

Ejercicio 5

2.08 Listen to the second part of the interview. Choose the correct answers.

Ejercicio 6

1 In the photo, Lucy is … a) thinking about her exams. b) feeling cold. 2 In reality, Lucy is … a) sociable and creative. b) shy and serious. 3 In the photo, Amanda is smiling because … a) it’s a lovely sunny day. b) it’s the weekend. 4 In general, Amanda … a) agrees with the analysis. b) doesn’t agree with the analysis.


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c

a and b

1 b 2 a 3 a 4 a

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Fact box

Cultural awareness

The United Kingdom includes England, Wales, Scotland and Northern Ireland.

Traditional costume Ejercicio 1 a The girl is wearing a white cap, a black hat, black gloves, a long black skirt, a white blouse and the Welsh flag over her skirt. She’s from Wales. b The man is wearing a tartan kilt, a black jacket, black socks and a sporran. He’s from Scotland. c The dancer is wearing a white shirt, black trousers, white socks, a hat with flowers and bells on his socks. He’s from England.

Ejercicio 3 1 no 2 the Welsh flag 3 a tartan kilt, a black jacket, black socks, a sporran 4 at weddings and other celebrations 5 at spring festivals in May 6 bells

1 Look at pictures a–c. What are the people wearing? Are they from England, Scotland or Wales? DAILY LIFE Like

420

FESTIVALS +1

0

COSTUMES

FOOD

SPORT

HOMES

Tag

Project UK: Traditional British costume a

In Wales, women and girls sometimes wear their traditional costume on special occasions. This girl is wearing a black hat and black gloves. She’s got a long skirt and a white blouse. She’s also wearing the Welsh flag over her skirt. Welsh men and boys don’t have a traditional costume. They just wear smart clothes on special occasions.

2

Scotland’s national costume is famous around the world. Scottish men often wear kilts at weddings and other celebrations. This man is wearing a tartan kilt, a black jacket and black socks. He’s also got a sporran – that’s Gaelic for purse. Each Scottish family, or clan, has got a different tartan. There are more than 2,000 types of tartan!

2.09 Read and listen to the text. Check your answers to exercise 1.

3 Read the text again and answer the questions. 1 Do Welsh women wear traditional clothes every day? 2 What’s the Welsh girl wearing over her skirt? 3 What is this Scottish man wearing? 4 When do Scottish men usually wear kilts? 5 When do you usually see Morris dancers? 6 What do Morris dancers always wear on their socks?

46

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c

b

There isn’t really a national costume in England, but Morris dancers’ clothes are very traditional. This Morris dancer is wearing a white shirt, black trousers and white socks. He’s also got a funny hat with flowers on. You often see Morris dancers at spring festivals in May. You can hear them immediately, because they always wear bells on their socks! Word check blouse flag wedding tartan bell

CULTURAL

COMPARISON

4 Copy and complete the sentences. 1 The traditional costume in my region / country is … 2 Women and girls wear … 3 Men and boys wear … 4 People often wear traditional costume when … 5 I sometimes / never wear traditional clothes when …

InteractiveCulture Grammar video: Table: Clothing Workbook and appearance page xx

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Cultural awareness Traditional costume Objetivos de la lección • leer un texto sobre los trajes típicos de Gales, Escocia e Inglaterra • aprender a leer un texto para buscar información específica • describir los vestidos tradicionales de su país

Culture note Inglaterra, Escocia y Gales forman parte de Gran Bretaña, la mayor de las islas británicas. Inglaterra es el país más poblado (cerca de 52 millones de personas), mientras que Escocia tiene unos 5,5 millones de habitantes y Gales, 3. Un 20% de la población de este país habla galés, una lengua céltica, y en Escocia hay cerca de 60.000 hablantes de gaélico, otra lengua de la misma familia.

Warmer Escribe la palabra Wales en la pizarra y diles que, en parejas, anoten qué saben sobre Gales. Escucha las respuestas de toda la clase y escribe algunas oraciones relevantes en la pizarra, p.ej. They speak English and Welsh, Cardiff is the capital, etc.

1 • Haz que se fijen en el Fact box y escribe en la pizarra los nombres de los tres países: England, Scotland, Wales. • Diles que miren las fotos. Luego, que hagan una descripción de los vestidos de las fotos y digan la procedencia de las personas.

2

CULTURAL

COMPARISON

4 • Diles que completen las cinco oraciones individualmente. • Ayúdalos con vocabulario relacionado con prendas de vestir si lo necesitan. • Que comparen sus respuestas en parejas o grupos pequeños. • Comprueba las respuestas con toda la clase. Culture video: Clothing and appearance

2.09 • Pon el CD. Que escuchen y lean para comprobar sus respuestas.

Word check Comprueba que entienden las palabras nuevas. Usa la foto b para aclararles el significado de tartan.

3 • Indícales que lean las preguntas con atención. • Asegúrate de que las comprenden todas. • Que busquen las respuestas leyendo el texto de nuevo. • Que las comparen en parejas. • Comprueba las respuestas con toda la clase.

T 46

Grammar Present continuous and present simple

• Individualmente, que seleccionen las respuestas correctas e identifiquen las expresiones temporales. • Comprueba las respuestas con toda la clase y diles que añadan every weekend a su lista de expresiones temporales en present simple.

Objetivos de la lección • aprender y practicar la diferencia entre el present continuous y el present simple • aprender y practicar las expresiones temporales más habituales en present continuous y present simple

EXPRESS YOURSELF

4 • Recuérdales que, en present simple, las preguntas se forman con do / does y, en present continuous, con am / are / is. • Individualmente, que completen las preguntas y las respondan con respuestas reales. • En parejas, que comparen las respuestas. • Compruébalas con toda la clase.

Enlace web recomendado www.britishfashioncouncil.com

Warmer

Extra activity

Escribe en la pizarra una oración en present simple y otra en present continuous, pero con las palabras desordenadas, p. ej.: wears trousers usually he (He usually wears trousers); ’s kilt today wearing he a (He’s wearing a kilt today). Diles que se pongan en parejas y las escriban en el orden correcto y luego, que pasen a la pizarra a escribirlas.

Diles que se pongan en grupos de cuatro, que se hagan y respondan las preguntas, y que anoten las respuestas de sus compañeros. Luego, que las digann a toda la clase, p. ej. Luisa usually plays tennis at the weekend.

CLIL

1 • Di a los alumnos que copien las tablas en sus cuadernos. • Explica que deben ubicar las oraciones en una de las tablas. • Comprueba que han escogido la opción correcta y pídeles que escriban las oraciones en las tablas correctas. • Señala que, en inglés, el present continuous se usa para hablar sobre cosas que están ocurriendo ahora u hoy mismo, y el present simple sirve para referirse a rutinas o hábitos (cosas que ocurren siempre o con frecuencia, o de la vida cotidiana).

2 • Que los alumnos miren los ejemplos de expresiones temporales de la tabla. • Que copien la tabla en sus cuadernos y que le añadan las expresiones del cuadro. • Que comparen las respuestas en parejas. • Compruébalas con toda la clase.

3 • Haz la primera oración a modo de ejemplo para toda la clase. • Anímalos a usar las expresiones de tiempo de la tabla para que sepan cuándo emplear el present continuous o el present simple.

5

6

Grammar in context: Design and Technology

• Este ejercicio sirve para practicar el uso del present simple y el present continuous con diferentes expresiones temporales. • Pide a los niños que lean todo el texto con atención. • Que elijan la forma correcta del verbo entre paréntesis para completar los espacios. • Que comparen sus respuestas en parejas.

2.10 • Pon el CD. • Que corrijan las respuestas del ejercicio 5.

CLIL task Diles que hagan el ejercicio siguiente en casa: que busquen en internet (en Google, p. ej.) los nombres de cinco diseñadores de moda de su país. Al comienzo de la siguiente lección, que te digan qué nombres encontraron. Digital course: Interactive grammar table Study guide: pág. 51

T 47

UNIT

Grammar

Present continuous and present simple Ejercicio 1 present continuous b present simple a

1 Copy and complete the tables. Add sentences a) and b). present continuous: things that are happening now

What is the Scottish man wearing? He’s wearing a kilt. present simple: routines or habits

Do they always wear kilts? They usually wear kilts at weddings. a) Welsh girls sometimes wear traditional clothes. b) This Welsh girl is wearing the Welsh flag. Ejercicio 2 present continuous now, today present simple never, usually, once a week

2 Copy and complete the table with the time expressions in the box. never now usually today once a week Time expressions

present continuous at the moment

CLIL

Ejercicio 5 2 don’t study 3 like 4 doesn’t usually buy 5 makes 6 wears 7 ’m making 8 ’s making 9 ’s helping 10 isn’t working

present simple every day

3 Choose the correct words. What are the time expressions in 1–5?

Ejercicio 3

1 Amy doesn’t usually wear / isn’t usually wearing a dress. 2 She is wearing / wears a dress at the moment. 3 She goes / is going to a wedding now. 4 She wears / is wearing jeans every weekend. 5 In this photo, she smiles / is smiling.

1 doesn’t usually wear 2 is wearing; at the moment 3 is going; now 4 wears; every weekend 5 is smiling

EXPRESS YOURSELF Ejercicio 4

4 Complete the questions with the present simple or present continuous. Then write true answers.

1 What are you wearing today? 2 Does it usually snow in winter in your town? 3 Is it snowing now? 4 What are you doing at the moment? 5 What do you usually do at the weekend?

What … you usually … (wear) at weddings? What do you usually wear at weddings? I usually wear … 1 2 3 4 5

What … you … (wear) today? … it usually … (snow) in winter in your town? … it (snow) now? What … you … (do) at the moment? What … you usually … (do) at the weekend?

Grammar in context: Design and technology

5 Complete the text with the correct form of the verbs in brackets. Use the present simple or the present continuous. 6


(1) Do you study (study) textiles at school? We do! We (2) … (not study) textiles all year – we do textiles in term 1, food technology in term 2, and woodwork in term 3. They’re part of a subject called design and technology. I (3) … (like) it because it’s very practical. Our textiles teacher (4) … (not usually buy) her clothes – she (5) … (make) them! She always (6) … (wear) unusual and original things. This is our first year in textiles. I (7) … (make) a top, and my friend Lisa (8) … (make) a skirt. The teacher (9) … (help) me because my sewing machine (10) … (not work) at the moment. Or perhaps the problem is me – I’m not exactly Stella McCartney!

CLIL TASK Go online. Find the names of five fashion designers from your country.

Digital course: Interactive Interactive grammar Grammar tableTable: Workbook page xx Study guide: page 51

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integrated skills

integrated s

[photo 48.1]

Shopping online I’m looking on the internet – I want to buy a present for my friend Carlos. Do you or your family ever buy things on the internet?

4:42 PM

BEST of BRITISH Your basket

Click on a picture for more information.

Go to checkout Product search

Search by category Clothing Accessories Souvenirs

Log in here or Create a new account

socks

sweatshirt

mug

red/white/blue only S, M, L

pink/white/black S, M, L

red/white/blue only one size

£3.50

£16.99

£5.00

flip-flops

sunglasses

hat

red/white/blue only S, M, L

red/white/blue only child or adult

red/white/blue only one size

£8.50

£6.99

£8.00

Step 1: Read SKILLS BUILDER Reading for specific information When you read, you don’t need to understand every word. Read quickly to find specific information. Ejercicio 1

1 Look at the web page. Complete the sentences with specific information.

1 £5.00 2 £16.99 3 three 4 red / white / blue only 5 two

1 2 3 4 5

Ejercicio 2

The ‘I ❤ Britain’ mug costs … . The ‘I ❤ London’ sweatshirt costs … . You can buy the flip-flops in … different sizes. The colour of the mug is … . You can buy the sunglasses in … different sizes.

2 Imagine you have £20. You buy a pair of sunglasses and a hat. How much money do you have left?

£5.01

Step 2: Listen 3

2.11 Listen to James’ phone enquiry and

complete information a–f.

The Best of British shop is on the High Street in (a) … . Its opening times are:

Ejercicio 3 a Manchester b 9 c 6 d 11 e 5 f 10%

Monday – Saturday from (b) … o’clock to (c) … o’clock. Sundays from (d) … o’clock to (e) … o’clock. Student discount? Yes, (f) … % 4 Listen again. When does the sale start?

Ejercicio 4 on Saturday

48

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Integrated skills Shopping online

2 • Comprueba que entienden el ejercicio. • Diles que respondan la pregunta buscando los precios en la página web. • Comprueba las respuestas con toda la clase.

Objetivos de la lección • practicar las cuatro destrezas • leer una página de internet • escuchar una conversación telefónica • escribir un diálogo personalizado representar el diálogo •

Step 2: Listen 3

• Asegúrate de que los niños entienden el ejercicio. Explica lo que quiere decir discount si es necesario (una rebaja del precio). • Indica que la respuesta a la pregunta a es un lugar (una ciudad), las respuestas b–e, la hora, y que la f es el porcentaje. • Diles que van a escuchar la información en una conversación telefónica. • Pon el CD y diles que anoten las respuestas. • Que las comparen en parejas. • Comprueba las respuestas con toda la clase.

Warmer Jugad al ahorcado para repasar nombres de prendas. Escoge cuatro o cinco palabras del inicio de la unidad. Escribe rayas en la pizarra para indicar el número de letras de cada palabra, p. ej. trousers: _ _ _ _ _ _ _ _ . Pide a los niños que digan letras que podrían formar parte de la palabra. Asegúrate de que las pronuncian correctamente, y continúa hasta que adivinen la palabra.

Step 1: Read 1 • Destaca lo que dice James, y anímalos a responder la pregunta Do you or your family ever buy things on the internet? • Di a los niños que lean las oraciones con atención, y luego que busquen rápidamente las respuestas en la página web. • Comprueba las respuestas con toda la clase. • Pregúntales qué significa S, M y L (small, medium y large). • Comprueba que entienden la palabra adult (una persona mayor de 18 años).

Skills builder Reading for specific information Explica a los alumnos que, en general, cuando leemos no es necesario entender todas las palabras. Diles que piensen qué clase de textos leen en su lengua, p. ej., la programación de TV. Pregúntales si recuerdan qué programa ponen a una hora determinada o cuándo empieza un programa en particular. Señala que, para saberlo, no necesitan leerlo todo. Anímalos a leer por encima para buscar información específica.

2.11

4

2.11 • Escribe la pregunta en la pizarra. Comprueba que entienden la palabra sale (el periodo de rebajas en las tiendas). • Pon el CD otra vez y que anoten la respuesta. • Comprobad la respuesta todos juntos.

2.11 Transcripción, ejercicios 3 y 4 Woman Hello, you’re speaking to Linda at Best of British. How can I help you? James Oh, hi. I’m looking at your website now, but I want to know if you’ve got a shop in Manchester. Woman Yes, we have. Our Manchester store is on the High Street. James Ah, OK. And is it open every day? Woman Yes, it’s open seven days a week. James What are the opening times? Woman From Monday to Saturday, 9 o’clock in the morning until 6 o’clock. And on Sundays from 11 o’clock until 5 in the afternoon. James OK, thanks. Woman No problem. Is there anything else I can help you with today? James Oh – yes! Do you give a student discount? Woman Yes, we do. There’s 10% off all our products for students. James Great, thanks! Woman And our sale starts on Saturday, too! James Oh, really? That’s great! Woman Thanks for calling. Have a good day! James Thanks, bye!

T 48

Integrated skills - continued Trying on clothes 5

2.12 • Diles que lean las preguntas y asegúrate de que entienden el significado del verbo look for (buscar algo). • Pon el CD y que escriban las respuestas. • Que las comparen en parejas. • Compruébalas con todo el grupo.

6

2.12 • Vuelve a reproducir el CD, parando después de cada intervención para que los alumnos la repitan. • Señala el acento en las preguntas: Can I try it on? What size are you? Can I try the ‘small’? • Di a los alumnos que repitan varias veces las preguntas y las respuestas, en conjunto e individualmente, con el acento y la entonación correctas. • Haz que practiquen el diálogo en parejas; luego, que se intercambien los papeles y que lo repitan.

Step 3: Write Look! En inglés, nunca se dice a jeans, a shorts, a trousers, sino some jeans, some shorts, some trousers. Cualquier modelo de pantalón va en plural (¡porque tienen dos piernas!). Si nos queremos referir a una prenda en concreto, utilizamos a pair of, p. ej., a pair of jeans, a pair of shorts, a pair of trousers.

7 • Que los niños elijan las palabras correctas. • Haz que comparen las respuestas en parejas. • Compruébalas con toda la clase.

T 49

8 • Que escojan una de las prendas de la web de la página 48. • Individualmente, que escriban su diálogo, basándose en el del libro y en las expresiones esenciales para probarse ropa del Communication kit. • Obsérvalos mientras escriben y ayúdalos si es necesario.

Step 4: Communicate 9 • Recuerda a los niños la acentuación de las preguntas. • Diles que practiquen sus diálogos en parejas. • Para practicar un poco más, que se intercambien los papeles.

10 • Elige a algunas parejas para que representen su diálogo para toda la clase. • Los alumnos tienen que levantar la mano si alguna de estas parejas tiene las mismas prendas o tallas. Esto hará que estén atentos a las intervenciones de sus compañeros. Integrated skills: Workbook, pág. 114

UNIT

egrated skills integrated skills TRYING ON CLOTHES

Excuse me. I’m looking for a jacket like this, but in blue. Great! Can I try it on? Probably medium. I think it’s too big! Can I try the ‘small’? That’s better! I’ll take it, thanks. Ejercicio 5 1 a blue jacket 2 small

5

2.12 Listen to the dialogue and answer the questions. 1 What is James looking for? 2 What size does he buy?

6 Listen again and repeat. Practise your intonation. LOOK! In English, all kinds of trousers are plural. a jeans ✗ some jeans ✓

Step 3: Write Ejercicio 7 1 some 2 It looks 3 them 4 it

Sure. What size are you? There you are. There’s a mirror here. Yes, of course. There you are. Yes – it looks great! OK. You can pay over there.


Excuse me. I’m looking for a / some … Oh, yes. They’re over there. 10 Now act your dialogue for the class.

COMMUNICATION KIT Trying on clothes

7 Choose the correct words. 1 2 3 4

Oh, yes. They’re over here.

I’m looking for a / some football shorts. That T-shirt’s nice. It looks / They look great! I like these jeans. Can I try it / them on? This bag’s nice. I’ll take it / them.

8 Choose an item from page 48. Write a new dialogue. Write both parts. Use the dialogue in exercise 5 to help you.

Excuse me. I’m looking for a / some … Can I try it / them on? What size are you? Small / medium / large It’s / They’re too big / small / long / short. It looks / They look great! I’ll take it / them, thanks. You can pay over there.

Excuse me. I’m looking for a / some … Integrated skills: Workbook page 114

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1

3

member of my Harry Styles is a singer. He’s a n. ctio favourite band, One Dire

s smart. He’s wearing a In the first picture, Harry look think he’s going to an I grey jacket and a white shirt. awards ceremony. Ejercicio 1 singing with the other In the second picture, Harry is ir clothes are casual. 1 A grey members of One Direction. The jacket and a a blue jacket , sers Harry’s wearing white trou white shirt. peting in com ’re they k thin I 2 and red shoes. He’s going w. sho nt a tale to an awards ceremony. pping. In the third picture, Harry is sho white and 2 White irt atsh swe He’s wearing a grey trousers, a this In . bag a ying carr he’s trainers, and blue jacket . ous seri s look he ure pict and red shoes. He’s competing in a talent show. 3 A grey sweatshirt and white trainers. He’s shopping.

Writing

Describing photos 1

Ejercicio 2 1 before 2 after 3 haven’t

2.13 Read and listen to the description. Copy and complete the notes.

Harry Styles

Picture 1

Picture 2

Picture 3

What’s he wearing?

A grey jacket and …

…

…

What’s he doing?

He’s going to …

…

…

Ejercicio 3 Rule 1 a grey sweatshirt Rule 2 Harry looks smart. Rule 3 red shoes white trainers.

Ejercicio 4 1 Harry’s hair is curly. 2 They look very energetic. 3 Their songs are great. 4 He’s wearing a grey sweatshirt. 5 These photos look nice.

2 Read the examples in the Writing focus. Complete rules 1–3 with after, before or have / haven’t.

WRITING FOCUS Using adjectives 1 Adjectives go ... a noun. He’s wearing a grey jacket. 2 Adjectives go ... the verbs be and look. Their clothes are casual. Harry looks serious. 3 Adjectives ... got plural forms. whites shorts ✘ white shorts ✔ 3 Read the description in exercise 1 again. Find one more example for rules 1–3. 4 Order the words to make sentences. 1 2 3 4 5

is / Harry’s / curly / hair . look / They / energetic / very . are / songs / great / Their . sweatshirt / He’s / wearing / grey / a . nice / These / photos / look .

50

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Writing task Write a description of three pictures. Use pictures of a friend or choose a famous person. Plan Find three pictures. Makes notes about

them. Use the notes in exercise 1 to help you. Write Write your description. Write one paragraph for each picture. Give your writing a title. Check Check your writing.

✔ ✔ ✔ ✔

adjective + noun is / are or look(s) + adjective present continuous verb forms vocabulary for clothes and adjectives of character


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Writing Describing photos Objetivos de la lección aprender a usar los adjetivos • correctamente • escribir tres descripciones breves

Warmer Escribe las palabras shirt, trousers y shoes en un papel, y shirt, skirt y shoes en otro. Añade colores a cada palabra, p. ej., a blue shirt. Di a los niños que tienes la foto de un chico y una chica, y que tienen que adivinar lo que llevan puesto. Utiliza solo las respuestas breves con Yes o No, de manera que te hagan preguntas como esta: Is he wearing a red shirt? No, he isn’t. Is he wearing a blue shirt? Yes, he is. Continúa así hasta que adivinen los colores de las seis prendas.

1

Writing task El objetivo de este ejercicio es que los niños escriban de forma guiada un texto para practicar el uso del adjetivo + sustantivo, is / are o look(s) + adjetivo y el present continuous. También sirve para que practiquen el uso de palabras sobre ropa, adjetivos para describir el carácter y emplear correctamente la puntuación. Pídeles que sigan los pasos en el Student’s Book y cuando lleguen al Check, que se intercambien los cuadernos y corrijan el texto de un compañero. Writing reference and practice: Workbook, pág. 126

2.13 • Pide a los alumnos que lean toda la información sobre Harry Styles. • Pon el CD. Que escuchen y lean la descripción. • Diles que copien y completen la descripción en sus cuadernos. • Que comparen sus respuestas en parejas. • Comprobadlas todos juntos.

2 • Explica el ejercicio: tienen que completar las reglas para los adjetivos del Writing focus usando after, before o have / haven’t. • Que completen las reglas invidivualmente. • En parejas, que comparen sus respuestas. • Compruébalas con toda la clase.

3 • Que busquen un ejemplo más de las normas 1–3 en la descripción de Harry Styles. • Comprueba las respuestas con todo el grupo.

4 • Haz la primera pregunta con toda la clase como ejemplo. Comprueba que comprenden lo que es curly hair (lo contrario de straight hair). • Individualmente, que ordenen correctamente las palabras y escriban las oraciones. • Que comparen sus respuestas en parejas. • Compruébalas con toda la clase.

T 50

Study guide Grammar, Vocabulary and Speaking Explica a los alumnos que Study guide es una página importante que aporta información útil sobre el lenguaje de la unidad: la gramática, el vocabulario y lenguaje funcional de las Integrated skills. Explícales que pueden consultarla para preparar tests o exámenes.

Grammar • Diles que lean las oraciones de ejemplo en present continuous y asegúrate de que saben cómo formar este tiempo verbal correctamente. • Luego, diles que lean las oraciones de ejemplo en present continuous y present simple y comprueba que saben cuándo tienen que utilizar cada tiempo verbal. Pueden traducirlas a su lengua si lo necesitan. • Diles que consulten la Grammar reference de las páginas 90–91 del Workbook cuando tengan que repasar la gramática.

Speaking • Comprueba que entienden el significado de las expresiones para probarse ropa • Di a los alumnos que representen una conversación entre el dependiente de una tienda y un cliente.



T 51


Tests and Exams

• ‘Pulse Basics worksheets’, páginas 23–28 • ‘Vocabulary and grammar consolidation worksheets’, páginas 15–18 • ‘Translation and dictation worksheets’, páginas 5, 15 • ‘Evaluation rubrics’, páginas 1–7 • ‘Key competences worksheets’, páginas 7–8 • ‘Culture and CLIL worksheets’, págs. 13–16 • ‘Culture video worksheets’, páginas 7–8 • ‘Digital competence worksheets’, págs. 7–8 • ‘Macmillan Readers worksheets’, páginas 3–4


UNIT

Study guide Grammar Present continuous affirmative

I

’m

He / She / It We / You / They

’s ’re

playing the piano now. wearing a coat today. playing football.

negative

I He / She / It

’m not isn’t

We / You / They

aren’t

wearing a dress. speaking French now. singing at the moment.


Are you studying? Is he / she / it wearing a hat? Are we / you / they going to a party?

Yes, I am. No, I’m not. Yes, he / she / it is. No, he / she / it isn’t. Yes, we / you / they are. No, we / you / they aren’t.

Present continuous and present simple present continuous: things that are happening now

Vocabulary Clothes and shoes boots cap coat dress jacket jeans

jumper shirt shoes shorts skirt socks

tie trainers trousers T-shirt

Adjectives of character adventurous cheerful clever confident friendly

funny jealous lazy nice proud

quiet selfish shy unfriendly

Speaking Trying on clothes Excuse me. I’m looking for a / some … . Can I try it / them on? What size are you? Small / medium / large. It’s / They’re too big / small / long / short. It looks / They look great! I’ll take it / them, thanks. You can pay over there.

What are you wearing now? I’m wearing a uniform. present simple: routines or habits

Do you always wear a uniform? I never wear a uniform at the weekend!

Present continuous spelling rules • For most verbs, add -ing to the infinitive do doing jump jumping • For verbs that end in -e, omit the -e and add -ing have having ride riding • For one-syllable verbs that end in vowel + consonant (except w, x or y), double the consonant and add -ing run running swim swimming


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LEARNING TO LEARN When you learn adjectives of character, list them under headings: positive, negative and neutral.


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UNIT

feeling great!

Objetivos de unidad y competenecias clave En esta unidad los alumnos aprenderán… • a entender, memorizar y usar correctamente palabras para lugares de ocio CCL CSC • a entender, memorizar y usar correctamente palabras referidas a distintos tipos de comida CCL CMCT • a entender y usar correctamente estructuras gramaticales en presente y buscar paralelismos con su lengua materna CCL CAA • sobre la comida tradicional de Australia CCL CMCT CSC CEC • sobre comida típica del Reino Unido, viendo un vídeo corto CCL CMCT CSC CEC

En esta unidad los alumnos aprenderán a… • buscar información específica en un foro de internet CCL CD CEC • buscar información sobre lugares de ocio CCL CD CSC SIE

• buscar información específica en una entrevista sobre comida CCL CMCT CSC • hablar sobre hábitos de ocio CCL CSC • escribir una receta CCL CMCT CEC • leer un menú, escuchar una conversación en una cafetería y pedir comida CCL CSC • describir una foto en un examen CCL CAA


Destrezas



• Lugares de ocio: bowling alley, cinema, etc. • Alimentos y bebidas: juice, cheese, biscuits, etc.

• Leer un foro con consejos para sentirse a gusto • Leer un texto sobre platos típicos de Australia • Leer un menú

Gramática • Present simple: there is, there are + a / an, some y any • Sustantivos contables y no contables; How much? How many?

Lenguaje útil • Pedir comida • Expresiones para situar elementos en una foto

Pronunciación • Sonidos difíciles: /ɪ/ e /i:/

Expresión escrita: interacción y producción • Escribir un diálogo personalizado • Escribir una receta en tres pasos: planear, escribir, repasar

Comprensión oral • Escuchar entrevistas sobre comida • Escuchar a gente que pide comida

Expresión oral: interacción • Intercambiar información sobre hábitos de ocio

Expresión oral: producción • Preparar y representar un diálogo sobre pedir comida • Preparar y describir una foto para un examen de speaking

Destrezas para el aprendizaje permanente Autoaprendizaje y autoevaluación • ‘Study guide’: Student’s Book, página 61 • ‘Progress check y ‘self-evaluation’: Workbook, páginas 46–47 • ‘Grammar reference’ y ejercicios: Workbook, páginas 92–93 • ‘Wordlist’: Workbook, páginas 151–157

Estrategias de aprendizaje y destrezas de pensamiento • Escuchar para captar y comprender información sobre precios


External exam trainer • Speaking: describir una foto

Materiales digitales Pulse Live! Digital Course, que incluye: • Tablas de gramática interactivas • Vídeo modelo de expresión oral: pedir comida • Vídeo con material cultural: comida típica del Reino Unido Página web del alumno

Conciencia cultural • Comida tradicional en Australia • Comparar los platos típicos de su país con los de Australia

Contenidos interdisciplinares • Ciencia: nutrición • Tecnología: buscar información en internet • Matemáticas: precios • Tecnología alimentaria: recetas

Competencias clave Competencia en comunicación lingüística CMCT Competencia en matemáticas, ciencia y tecnología CD Competencia digital CAA Aprender a aprender CSC Competencias sociales y cívicas SIE Sentido de iniciativa y emprendimiento CEC Conciencia y expresión cultural CCL

Competencia digital • Web quest: póster de sitios turísticos del Reino Unido • Worksheet de competencia digital: presentaciones


Materiales de ampliación • Actividad para fast-finishers: Student’s Book, página 53 • Actividades extra: Teacher’s Book, páginas T52, T57 • Teacher’s Resource File: ‘Vocabulary: Extension worksheets’, páginas 21–22


UNIT THINK ABOUT IT What makes you feel great? Think about … health relaxation sport holidays hobbies

Vocabulary and Speaking Places to go 1

2.14 Listen and repeat the words. Can you go to all these places in your town?

park sports centre gym swimming pool café cinema library bowling alley shopping centre football stadium restaurant skate park 2 Look at the poster. Copy and complete 1–6 with words from exercise 1. Relax with your friends in the (1) …

Have fun at the (2) …

Try your luck at the new (3) …

Ejercicio 2 1 park 2 swimming pool 3 bowling alley 4 café 5 gym 6 cinema

! e l l i v w e N o t e m o c l We

eling great ...

to keep you fe ere’s lots to do

Th

Meet your friends for a drink in a (4) … Ejercicio 3 Possible answers You can relax in the park. You can go skateboarding at the skate park. You can do sport at the sports centre. You can meet your friends at the café.

Get fit – sign up for the (5) …

3 Where can you do the activities in the box? Write sentences. go swimming relax go skateboarding do sport meet your friends

Watch a great film at the (6)

…

LOOK! expressions of frequency every day / weekend once / twice / three times a week / month

You can go swimming at the swimming pool. EXPRESS YOURSELF

4 Choose four places from exercise 1. Write true sentences with expressions of frequency.

5 Work in pairs. Ask and answer. Use How often … ?

How of ten do you go to the skate park? I never go to the skate park!

I go to the park once a week.

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Vocabulary Interactive extension: Grammar Workbook Table: Workbook page 106 page xx

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Vocabulary and Speaking Places to go Objetivos de la lección aprender vocabulario sobre lugares • aprender palabras relacionadas con • actividades de ocio escribir oraciones sobre la frecuencia con • que alguien realiza una actividad

Warmer Escribe free time en la pizarra. En parejas, que anoten lo que hacen en su tiempo libre, p. ej., play tennis, watch TV, go swimming. Comprueba las respuestas con toda la clase.

Think about it Explica el significado de feel great (sentirse completamente sano y feliz). Diles que, en parejas, comenten qué les hace sentir bien y por qué, basándose en las cinco categorías del cuadro. Comprobad las respuestas juntos.

1

2.14 • Diles que miren las fotos. Pon el CD para que escuchen las palabras y las repitan. • Pregúntales si su población dispone de todas estas instalaciones. En caso contrario, que digan las que sí hay.

Language note En los nombres compuestos formados por dos sustantivos, el acento casi siempre recae sobre el primero, p. ej., sports centre, swimming pool, bowling alley.

2 • Haz la primera frase como ejemplo (park). • Diles que usen las palabras del ejercicio 1 para completar las oraciones. • Que comparen las respuestas en parejas. • Compruébalas con toda la clase.

Extra activity Señala algunas expresiones del anuncio y asegúrate de que entienden relax, have fun, try your luck y get fit. Pídeles que las copien en sus cuadernos y que escriban la traducción.

3 • Elije a un alumno para que lea en voz alta la oración de ejemplo. Diles que, en inglés, la preposición at se usa para nombrar lugares como swimming pool, bowling alley y gym, y at o in para restaurant, café y library. En cambio, decimos in the park. • Diles que escriban las oraciones que empiezan por You can... para las demás actividades, basándose en el ejemplo. • Compruébalas con toda la clase y destaca que hay muchas posibilidades distintas.

Look! Que se fijen en las expresiones de frecuencia y explícales que suelen ir al final de la oración, p. ej., I go to the gym three times a week. EXPRESS YOURSELF

4 • Lee en voz alta la oración de ejemplo para toda la clase. • Diles que, individualmente, elijan cuatro sitios del ejercicio 1. • Que escriban oraciones reales con expresiones de frecuencia.

Language note Recuérdales cómo se forman las preguntas con How often?, p. ej., How often do you play football? y las posibles respuestas: I play football every day, I play football twice a week, I never play football, etc. Diles que miren las expresiones de frecuencia del cuadro Look! y señala que, en inglés, se puede decir, every day, every weekend, every Saturday, etc. Recuérdales que se dice once y twice, no one time o two times.

5 • Elije a dos alumnos para que lean en voz alta la pregunta y la respuesta de ejemplo. • En parejas, que se hagan preguntas parecidas y las respondan usando el vocabulario de los ejercicios 1 y 3. • Que algunas parejas lo repitan para todos. Vocabulary extension: Workbook, pág. 106

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Reading Text type: An online message board Objetivos de la lección • leer mensajes en un foro de internet • decir qué actividades realizan

Enlace web recomendado www.visitbritain.com

Warmer Repasa el vocabulario referido a sitios y actividades de la lección anterior. Anota en la pizarra las palabras siguientes: have fun, relax, get fit. En parejas, que comenten dónde pueden hacerlas. Pídeles que respondan en voz alta, p. ej., You can get fit at the gym.

1

2.15 • Lee la pregunta para toda la clase. • Pon el CD para que lean y escuchen los mensajes del foro de internet y busquen la respuesta. • Que comparen sus respuestas en parejas. • Compruébalas con toda la clase.

Language note En inglés, en una library (biblioteca) puedes pedir libros prestados. Para comprarlos, tienes que ir a una bookshop (librería).

2 • Señala el Word check y comprueba que entienden el significado de todas las palabras, p. ej., tips (consejos útiles). • Pide a los niños que las traduzcan.

Culture note Los clubes juveniles del Reino Unido son lugares donde los adolescentes van a descansar y reunirse con sus amigos. Para poder entrar hay que ser socio y, en general, se paga una pequeña cuota para tener derecho a usar las instalaciones. Es bastante habitual jugar a deportes de sala, como tenis de mesa, y a veces se montan discotecas.

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3 • Que lean todas las preguntas con atención y asegúrate de que las entienden. • Diles que busquen la información en los mensajes. • Que comparen sus respuestas en parejas. • Compruébalas con toda la clase.

4 • Haz que miren los mensajes y busquen las actividades que hacen ellos. Que escriban oraciones como las de los ejemplos. • Que las comparen en parejas. • Compruébalas con todo el grupo.

Finished? Pide a los que acaben primero que escriban sus propios consejos a NewGirl.

Web quest Diles que hagan un póster o un trabajo sobre lugares turísticos del Reino Unido. Que consulten el Web quest tip.

1 • Divídelos en grupos y diles que tienen que buscar distintas ciudades del Reino Unido en un mapa, p. ej., Oxford, York, Cambridge, Liverpool, etc. • Diles que no elijan Londres porque en esta ciudad hay demasiados sitios para visitar. 2 • Pídeles que abran un navegador de internet, como Internet Explorer, y luego un buscador (p. ej.,Google). Que tecleen leisure facilities in... • Diles que busquen qué sitios hay en la ciudad que eligieron, y fotos de esos lugares. 3 • Que los grupos hagan su póster o proyecto, y luego que lo presenten al resto de compañeros.

MESSAGE BOARD

FAQs Register Login

Top tips for feeling great?

Search…

Go

Post reply 4 posts Page 1 of 1

Top tips for feeling great? by NewGirl Wed 12/01 18.12

NewGirl

Hello there! I want to find out about ways to stay healthy and make friends at the same time. Any top tips for feeling great? Re: Top tips for feeling great? by HealthFan Wed 12/01 19.27

HealthFan

Hi NewGirl! If you want to meet new people, try joining the Scouts! There’s a Scouts group where I live – they organize activities like trips to the bowling alley and the skate park. Is there a sports centre near you? There’s a fantastic gym in my town – there are some great classes like zumba® and pilates. There’s a swimming pool at the gym too – swimming’s a great way to relax! Find out about your local facilities. There’s usually an information board at the library. Re: Top tips for feeling great? by Andy02 Thurs 13/01 20.42

Andy02

There aren’t any gym classes in my village, but I don’t mind – I’d rather be outside! Is there a park near your new house? Go for a walk – it’s good to get fresh air! There are also lots of young people in my local park. Just relax and keep smiling! Re: Top tips for feeling great? by NewGirl Thurs 13/01 20.57

NewGirl

Thanks for your tips – there are some great ideas! I want to try zumba – it looks fun. There isn’t a Scout group here, but there’s a youth club. I’m going there on Friday. Wish me luck!

Word check tips make friends outside relax youth club Wish me luck!

Reading

An online message board Ejercicio 1 eight – bowling alley, skate park, sports centre, gym, swimming pool, library, park

Ejercicio 3 1 True 2 False There’s a fantastic gym in HealthFan’s town. 3 True 4 False Andy02 likes walking. 5 False There’s a youth club in NewGirl’s town.

1

2.15 Read and listen to the messages. How many places are mentioned?

2 Check the meaning of the words and expressions in the Word check. How do you say them in your language? 3 Are these sentences true or false? Correct the false sentences. 1 2 3 4 5

There’s a Scout group in HealthFan’s town. There’s isn’t a gym in HealthFan’s town. There aren’t any gym classes in Andy02’s village. Andy02 doesn’t like walking. There isn’t a youth club in NewGirl’s town.

4 Which of the activities in the messages do you do? Write sentences that are true for you.

I go to the bowling alley. I don’t go to a Scout group.

FINISHED? Write five of your own top tips for NewGirl. Go to a yoga class!

WEB QUEST Make a class poster or do a project about places to visit in the UK. 1 Group work: look at a map of the UK. Allocate a different town or city to each student. 2 Find out about places to visit in the town or city. Think about parks, football stadiums, museums, etc. 3 Be creative! Find or draw pictures of places to visit in the town or city. Then share yourInteractive information with the group. Grammar Table: Workbook page xx

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Use very specific keywords when you search for information. This helps you to find information more quickly. 53

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Grammar Ejercicio 1 1 an 2 a 3 some 4 any

Ejercicio 2

There is / There are + a / an, some and any

Countable and uncountable nouns

1 Copy the tables. Then complete 1–4 with a, an, some and any.

4 Look at the tables. Then complete rules a) and b) with Countable or Uncountable.

singular

countable nouns

There’s a pool at the gym. There’s (1) ... information board at the library. There isn’t (2) ... Scout group here.

We can count countable nouns.

plural

uncountable nouns

There are three people on the message board. There are (3) ... great classes. There aren’t (4) ... dance classes in my town.

We can’t count uncountable nouns.

2 Complete the sentences with There’s or There are.

1 There are 2 There’s 3 There are 4 There’s 5 There are

There’s a swimming pool. 1 2 3 4 5

Ejercicio 3 1 False There aren’t two tables. There’s one table. 2 True 3 False There aren’t three restaurants. There are two restaurants. 4 False There isn’t an Indian restaurant. There’s an Italian restaurant and there’s a Chinese restaurant. 5 False There aren’t five people. There are four people.

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... two tables. ... a juice bar. ... three restaurants. ... an Indian restaurant. ... five people.

3 Look at the picture. Are the sentences in exercise 2 true or false? Correct the false sentences. There’s a swimming pool. False. There isn’t a swimming pool. There’s a gym.

Ejercicio 4 a Countable b Uncountable

There’s a restaurant. ✔ There are some restaurants. ✔

There’s a food. ✘ There are some foods. ✘ There’s some food. ✔ a) ... nouns have got singular and plural forms. b) ... nouns haven’t got plural forms. 5 Copy and complete the lists with the words in the box. spinach fruit

bananas apples water grapes oranges juice

COUNTABLE NOUNS

UNCOUNTABLE NOUNS

bananas

spinach

6 Copy and complete the recipe with a / an, some or any.

Fancy a healthy treat? Don’t worry if there aren’t (1) ... juice bars near you! Try making this delicious green smoothie in a smoothie machine. Put (2) ... apple, (3) ... kiwi and (4) ... green grapes in the smoothie machine. Add (5) ... banana, (6) ... spinach and (7) ... water. Mix it up, then serve in (8) ... glass.

Ejercicio 5 countable nouns apples, grapes, oranges uncountable nouns water, fruit, juice

Ejercicio 6 1 any 2 an 3 a 4 some 5 a 6 some 7 some 8 a

ANALYSE In English, we use there is for singular nouns and there are for plural nouns. Translate sentences a) and b). Are the bold words different in your language? a) There’s one banana. b) There are ten strawberries.


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Grammar There is / There are + a / an, some and any Objetivos de la lección aprender a usar there is / there are en • afirmativa y negativa • usar a / an, some y any con sustantivos contables y no contables

Warmer Pídeles que digan los sitios de ocio que hay en su población. Anímalos a nombrar algunos y anótalos en la pizarra (p. ej., cafés, sports centre, park). Pregúntales si hay algún lugar que su población no tiene pero que les gustaría que hubiera. Escríbelos en la pizarra (p. ej., BMX track, bowling alley).

1 • Diles que copien las tablas en sus cuadernos. • Que completen individualmente las oraciones usando a, an, some y any. • Comprueba las respuestas con toda la clase. • Señala que there’s / there isn’t se usa para sustantivos en singular y there are / aren’t para sustantivos en plural. • Todas estas formas pueden contraerse a excepción de there are. • Recuérdales que an se usa en el espacio 1 porque information comienza con vocal.

Language note Señala que some se usa en oraciones afirmativas (p. ej. There are some great classes) y any en oraciones negativas (p. ej. There aren’t any dance classes) e interrogativas (p. ej. Are there any sports centres in your town?).

2 • Que completen el ejercicio individualmente. • Diles que comparen las respuestas en parejas. • Recuérdales que people es el plural de person.

Countable and uncountable nouns 4 • Explícales que el objetivo de la actividad es completar las reglas para sustantivos contables y no contables. • Diles que miren las tablas y las reglas a–b. • Que completen las reglas con Countable o Uncountable y la información de las tablas. • Comprueba las respuestas con todo el grupo. • Señala que a no se usa con sustantivos no contables.

5 • Que los niños copien la lista y la completen con las palabras del cuadro. • Que comparen sus respuestas en parejas. • Compruébalas con toda la clase.

Language note Señala que se puede usar some con sustantivos contables y no contables, p. ej., some restaurants, some water. En negativa, any también se puede emplear con los dos tipos de sustantivos, p. ej., there aren’t any restaurants, there isn’t any water.

6 • Pide a los niños que lean la receta. • Que trabajen individualmente y que llenen los espacios con a / an, some o any. • Que comparen sus respuestas en parejas. • Compruébalas con toda la clase.

Analyse Pídeles que traduzcan las oraciones a y b a su lengua. Explica que, a diferencia de otros idiomas, en inglés hay diferentes maneras de formar el singular y el plural.


3 • Escoge a dos alumnos para que lean en voz alta las oraciones de ejemplo. • Diles a todos que miren el dibujo y digan si las oraciones del ejercicio 2 son falsas o verdaderas. • Que corrijan las oraciones falsas. • Comprobadlas todos juntos. T 54

Vocabulary and Listening Food and drink Objetivos de la lección aprender palabras referidas a distintos • tipos de comida escuchar información específica •

Warmer Escribe breakfast, lunch y dinner en la pizarra. En parejas, que comparen sus alimentos favoritos para cada comida. Comprueba las ideas con toda la clase y anota en la pizarra los alimentos que dicen.

1 • Diles que lean el artículo sobre los menús escolares en el Reino Unido y que los comparen con lo que ellos suelen comer. • Escuchad las respuestas todos juntos. • Destaca la información del cuadro Top Tips y anima a los alumnos a responder las preguntas Do you eat breakfast? y How often do you eat fish?

2

2.16 • Pon el CD para que escuchen las palabras en azul y las repitan. • Anima a los alumnos a traducir todas las palabras.

3 • Individualmente, que copien la lista en sus cuadernos. • Diles que completen la lista con las palabras en azul del ejercicio 2. • Que comparen sus respuestas en parejas. • Compruébalas con todo el grupo.

4

2.17 • Pon el CD. Los niños deben escuchar y decir a qué ciudad pertenece cada alumno. • Comprueba las respuestas con toda la clase.

5 • Que copien la tabla en sus cuadernos. • Pon el CD otra vez y diles que completen la tabla. • Comprueba las respuestas con toda la clase.

6 • Que los alumnos digan si las oraciones son verdaderas o falsas y las corrijan. • Comprobadlas todos juntos.

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Pronunciation lab: Difficult sounds: /ɪ/ and /i:/; página 125

2.17 Transcripción, ejercicios 4 y 5 1 Paul We’re at Newton High School in London, England. Let’s see what the students are having for lunch today ... Hi there, we’re doing a programme about school lunches around the world. What are you having for lunch today? Sara Well, I’m having chilli with rice and for dessert I’ve got some yoghurt. Paul Right. And what are you having to drink? Sara Apple juice. Paul OK. Is there a choice of food here? Sara Oh, yes. There are lots of different things you can have ... Paul And do you always have lunch at this time? Sara Yes – at half past twelve. The younger children have lunch at twelve o’clock and we come in at half past twelve. Paul Thanks! Enjoy your lunch! 2 María We’re at the Instituto Manuel Diego in Madrid. Hello. What are you having today? David Well, for first course today there’s salad, then fish for the main course. I’ve got fruit for dessert. María And you’re drinking ... water? David Yes, water. María Are there always three courses for lunch here? David Yes, we always have three courses. María Do all your friends have lunch at school? David No, some of my friends go home for lunch. María Thanks for talking to us. Enjoy the rest of your lunch! 3 Kevin I’m talking to students at the Santa Monica High School in California. Hi there, what are you having for lunch today? Maya I’ve got pizza and fries and for dessert I’m having ice cream. Kevin And to drink? Maya Cola! Kevin Do you always have lunch here in the school cafeteria? Maya I do – but some of the older students leave school for lunch. Kevin Is there much choice here at school? Maya No, not really. I mean, there aren’t a lot of healthy options. There’s mostly pizza, burgers and fries ... Kevin Well, thanks for talking to us! So, now back to the studio ...

UNIT

Vocabulary and Listening Food and drink

1 Read the article about school lunches. Are they similar to your lunches? 2

2.16 Listen and repeat the words in blue.

How healthy is your school lunch? In the UK, about half of all students have a school lunch and half take a packed lunch. Here’s a typical school lunch. There’s usually some chicken, meat or fish with rice, pasta or potatoes and bread. There’s usually salad or vegetables like peas, broccoli or green beans. For dessert there’s fruit, yoghurt or a piece of cake. And there’s milk, juice or water to drink.

This is a typical packed lunch, but it isn’t very healthy! There are sandwiches (usually with cheese, ham or tuna) and there’s a bag of crisps. There’s a chocolate bar, some biscuits and a fizzy drink. But there isn’t any fruit! It’s a good idea to have an apple, orange or some nuts for a snack.

Ejercicio 3 Protein fish, ham Carbohydrates rice, potatoes Fruit and vegetables salad, orange, nuts Dairy products milk, cheese, yoghurt Fat and sugar cake, biscuits, crisps Drinks milk, juice

3 Copy and complete the list with the blue words from exercise 2.

4

Protein

chicken, ...

Carbohydrates

rice, ...

Fruit and vegetables

peas, ...

Dairy products

yoghurt, ...

Fat and sugar

cake, ...

Drinks

juice, ...

2.17 Listen to three conversations about food at school. Where are the students from?

Ejercicio 4 1 London, England 2 Madrid, Spain 3 California, the USA

2.18–2.19

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If you want to study better: • don’t forget to have breakfast – it gives you energy to start the day. • eat fish regularly – it contains Omega-3 which is good for concentration!

5 Listen again. Write the answers to 1–6 in your notebook. Sara David Maya

Main meal chilli with (1) … (3) … , then fish (5) … and fries (chips)

Dessert (2) … fruit

Drink apple juice (4) …

(6) …

cola

Ejercicio 5 1 rice 2 yoghurt 3 salad 4 water 5 pizza 6 ice cream

6 Are the sentences true or false? Correct the false Ejercicio 6 sentences. 1 True 2 False 1 There’s a choice of food at Sara’s school. She has lunch 2 Sara has lunch at 12 o’clock. at half past 3 There are always three courses for lunch at twelve. David’s school. 3 T rue 4 All of David’s friends have lunch at school. 4 False 5 There isn’t a cafeteria at Maya’s school. Some of 6 There are a lot of healthy options at Maya’s school. David’s friends

Pronunciation lab: Difficult sounds: /ɪ/ and /iː/, page 125 Interactive Grammar Table: Workbook page xx

go home for lunch. 5 False There is a 55 cafeteria at Maya’s school. 6 False There aren’t a lot of17:23 healthy 12/09/2013 options at Maya’s school.

Fact box In Australia, traditional food is called ‘bush tucker’ (bush = countryside; tucker = food). But this isn’t the standard diet for most Australians!

Cultural awareness

Traditional food

1 Look at the pictures. Would you like to eat the insects? Why (not)? Ejercicio 2

2

1 a 2 b 3 a 4 b

2.20 Guess the answers to 1–4. Then read, listen and check.

1 Are there any bush tucker restaurants in Australia? a) Yes, there are. b) No, there aren’t. 2 How much protein is there in a witchetty grub? a) 1.5% b) 15%

3 Are there any vitamins and minerals in insects? a) Yes, there are. b) No, there aren’t. 4 How many people in the world eat insects? a) 6% b) 60%

WORLD FOODS: AUSTRALIA

Bush Tucker

BBQs

Contemporary

FAQs Q: What is bush tucker? A: Bush tucker is native Australian food. It consists of all of Australia’s native plants, animals, reptiles and insects. It includes proteins like kangaroo or crocodile meat, insects like witchetty grubs and other food like fruit, eggs and honey. Q: Who eats bush tucker? A: Traditionally, bush tucker is the food of Australian Aborigines. But now there are a lot of restaurants where you can eat bush tucker too. Q: What are witchetty grubs? A: Witchetty grubs are large, white larvae. They taste like almonds! They’re about 15% protein and they also contain vitamin C. Q: Is there much nutritional value in insects? A: Yes! Insects contain a lot of protein, fibre, vitamins and minerals. They haven’t got many calories, because they don’t contain much fat. Q: Are there any other countries where people eat insects? A: Yes – more than 60% of people in the world eat insects regularly. There are toasted grasshoppers in Mexico and fried tarantulas in Cambodia!

Word check egg honey almond toasted grasshopper fried

CULTURAL

COMPARISON

3 Answer the questions. 1 What traditional food is there in your country? 2 Are there any unusual food products? 56

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3 What’s your favourite regional food? 4 Can you cook any traditional food recipes?

Interactive Grammar Culture video: Table:Typical Workbook food page in thexxUK

12/09/2013 17:23

Cultural awareness Traditional food Objetivos de la lección leer unas cuantas preguntas frecuentes • (FAQs) sobre los platos típicos de Australia aprender a leer un texto para buscar • información específica hablar de comida tradicional en su país •

Warmer Escribe Australia en la pizarra y diles que anoten todo lo que sepan sobre este país en parejas. Comprueba las respuestas con toda la clase y copia las más relevantes en la pizarra (p. ej., There are kangaroos there. The weather is very hot. It’s a very large island, etc).

Extra activity Haz que los alumnos se fijen en otras palabras del texto. Pídeles que busquen dos nombres de animales (kangaroo, crocodile) y dos clases de insectos (grasshopper, tarantula). Comprueba que entienden el significado de estas palabras pidiéndoles que las traduzcan a su lengua.

CULTURAL

COMPARISON

3 • Que respondan las cuatro preguntas individualmente. • Ayúdalos con vocabulario de alimentos si lo necesitan. • Que comparen sus respuestas en parejas o en grupos pequeños. • Comprueba las ideas con toda la clase.Culture

1 • Que los niños miren las fotos y digan si les gustaría comerse los insectos, justificando las respuestas. • Que las comparen en parejas. • Escuchadlas todos juntos.

video: Typical food in the UK

Culture note Que se fijen en el Fact box. En Australia, the bush son los espacios salvajes y deshabitados de las afueras de los pueblos y las ciudades, también conocidos como outback. Tucker es la forma coloquial de decir comida. Así, bush tucker es la comida de la periferia y, tradicionalmente, bush tucker era lo que comían los aborígenes australianos.

2

2.20 • Diles que miren la foto y explícales lo que es witchetty grub: la larva de una polilla (insecto parecido a una mariposa que suele volar de noche). • Asegúrate de que entienden todas las preguntas. • Que elijan una respuesta para cada pregunta. • En parejas, que las comparen. • Pon el CD para que escuchen las respuestas y las corrijan.

Word check Para asegurate de que que entienden todas las palabras nuevas, pídeles que las traduzcan. T 56

Grammar Is there ...? Are there ...? Objetivos de la lección

How much ...? How many ...? 4 • Que los niños miren las tablas. • Señala que se usa How much con sustantivos no contables (p. ej., How much water?) y How many con sustantivos contables (p. ej., How many students?). • Individualmente, que completen las preguntas con How much o How many. • Que comparen sus respuestas en parejas. • Compruébalas con toda la clase.

hacer preguntas con Is there ...? y Are • there ...?, y responderlas • hacer preguntas usando How much ...? y How many ...?

Warmer Haced un concurso de vocabulario. Escribe en la pizarra There’s y There are y p. ej., a table debajo de There’s y twenty desks debajo de There are. Diles que, en parejas, tienen dos minutos para escribir todos los objetos de la clase que puedan. La pareja que tenga el mayor número de palabras sumando las dos columnas es la ganadora.

5 • Haz que lean las cuatro respuestas y las relacionen con las preguntas del ejercicio 4. • Que comparen sus respuestas en parejas. • Compruébalas con toda la clase.

Extra activity Anota estas preguntas en la pizarra: How often do you eat crisps? How many flavours of crisps are there in your country? What is your favourite flavour? Diles que escriban las respuestas y luego que las comparen en parejas. Escuchadlas todos juntos.

1 • Que copien las tablas en sus cuadernos. • Pídeles que traduzcan las preguntas.

Language note Solo empleamos las formas contraídas en negativa. Nunca decimos Yes, there’s. Señala que, en las respuestas breves, el acento recae al final de la oración, p. ej., Yes, there is.

2 • Individualmente, que completen las preguntas y que comparen las respuestas en parejas. • Compruébalas con toda la clase. • Pregunta a los niños si se usa some o any después de Are there? (any). • Anímalos a responder qué palabra va detrás de Is there? (a/an). EXPRESS YOURSELF

3 • Di a dos alumnos que lean en voz alta el diálogo de ejemplo. • Haz la primera pregunta con toda la clase a modo de ejemplo. Usa una respuesta breve añadiendo información complementaria, p. ej., Is there a library at your school? Yes, there is. It’s next to the cafeteria. • En parejas, que se hagan las preguntas y las respondan. • Escucha a algunas parejas con toda la clase.

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CLIL

6

7

Grammar in context: Science (nutrition)

• Pídeles que lean el texto completo con atención. • Individualmente, que elijan la respuesta correcta de las tres opciones. • Que comparen sus respuestas en parejas.

2.21 • Pon el CD para que las comprueben.

CLIL task Diles que hagan el siguiente ejercicio en casa: que elijan la comida o la cena, y que hagan una lista de alimentos dividiéndolos por categorías (p. ej., fruta y verdura, proteínas, hidratos de carbono, etc.). Diles que presenten el ejercicio al principio de la siguiente lección. Digital course: Interactive grammar table Study guide: pág. 61

UNIT

Grammar

Is there …? Are there …? 1 Read the tables. Translate the questions into your language. singular

insects?

CLIL

Grammar in context: Science (nutrition)


Ejercicio 6


Is there much nutritional value in insects? Yes, there is. / No, there isn’t.

ects?

1 any 2 How much 3 some 4 There are 5 is 6 There are 7 There’s 8 an

plural

Are there any unusual meals in your country? Yes, there are. / No, there aren’t. Ejercicio 2 1 Is there 2 Are there 3 Is there 4 Are there 5 Is there We use any after Are there?

2 Copy and complete the questions with Is there or Are there. Do we use some or any after Are there? 1 … a library at your school? 2 … any cafés in your town? 3 … a gym near your house? 4 … any Italian restaurants in your town? 5 … a bowling alley in your town? EXPRESS YOURSELF

3 Work in pairs. Ask and answer the questions in exercise 2.

Are there any nice cafés in your town? Yes, there are. I like Rainbow Café on Market Street.

How much …? How many …? uncountable nouns

How much protein is there There’s a lot. in an insect? There isn’t much. countable nouns

How many calories are there in an insect? Ejercicio 4 1 How much 2 How much 3 How many 4 How many

Ejercicio 5 1 b 2 d 3 a 4 c

There are a lot. There aren’t many.

4 Complete the questions with How much or How many. 1 … fat is there in a bag of crisps? 2 … salt is there? 3 … children eat crisps every day? 4 … bags of crisps do British people buy? 5 Match answers a–d with the questions in exercise 4. a) A lot! About 50% of children eat crisps every day. b) There’s a lot. There’s 8.5 g of fat in every bag. c) People buy more than 5 billion bags every year! d) There’s a lot. Crisps consist of about 8% salt.

What’s on your plate for lunch today? Are there (1) a / some /any vegetables? (2) How much / How many / Are there protein is there? Is there any fruit for dessert? If there isn’t a variety of food in your lunch, read this information and make (3) a / some / any changes to your menu! The five food groups:

• Fruit and vegetables

(4) There’s / There are / Is there vitamins and minerals in fruit and vegetables. You should eat five portions every day.

• Protein

There (5) is / are / aren’t protein in meat, fish, eggs and beans. It helps your body grow.

• Carbohydrates

(6) Is there / There isn’t / There are carbohydrates in bread, rice, pasta and potatoes. They give you energy.

• Dairy products

(7) There are / There’s / Is there calcium in dairy products like milk and cheese. Calcium is necessary for healthy bones.

• Fat and sugar Don’t eat too many things in this group – just (8) a / an / any occasional treat!

CLIL TASK Analyse your lunch or dinner. Write a list of all the things you eat. Which food group are they in?


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integrated skills

integrated s

At a café My friend Katy and I are going to the Health Café for lunch. Katy’s vegetarian and she’s very healthy! Are any of your friends vegetarian?

Tuna salad Pasta salad

£4.95 £4.60

Vegetable soup £2.50 Tomato soup £2.25 (served with bread)

Cheese and tomato £1.95 Ham £1.95

Step 1: Read Ejercicio 1

1 Look at the menu and answer the questions.

1 Yes, there is 2 two 3 £3.25 4 No, there aren’t. 5 four

1 Is there any meat on the menu? 2 How many types of soup are there? 3 How much is a baked potato with cheese and beans? 4 Are there any pizzas on the menu? 5 How many types of juice are there?

With cheese and beans £3.25 With vegetarian chilli £3.60

Juice (apple, orange, pineapple or mango) Mineral water (still or sparkling)

3

2.22 Listen to Hazel and Katy. Choose the correct answers.

1 For dessert, Katy has an apple / a banana. 2 Hazel has a cookie / some carrot cake. 4 Copy the dessert menu into your notebook. Then listen again and complete the prices.

a) one type of fish b) two words to describe water c) three types of carbohydrates d) four types of fruit

1 tuna 2 still, sparkling 3 pasta, bread, potatoes 4 apple, orange, pineapple, mango

SKILLS BUILDER Listening: Understanding prices p = pence We say pence or p. 95p = ninety-five p/pence £ = pound(s) We say pound(s). £2.00 = two pounds When there are pounds and pence, we sometimes omit these words. £1.95 = one ninety-five

95p

Step 2: Listen

2 Read the menu again. Find …

Ejercicio 2

£1.20

Apple Banana

30p (1) …p

Carrot cake Cookie

(2) £… (3) …p

Vanilla or chocolate

(4) £…

Ejercicio 3 1 a banana 2 a cookie

Ejercicio 4 1 40 2 2.40 3 95 4 1.50

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Integrated skills At a café Objetivos de la lección

Step 2: Listen 3

practicar las cuatro destrezas • leer un menú • escuchar una conversación en una • cafetería escribir un diálogo personalizado • representar el diálogo •

4 Warmer Jugad al abecedario para practicar vocabulario relacionado con la comida y preparar el ejercicio 1. Escribe a en la pizarra y anímalos a decir alimentos que empiecen por esta letra (p. ej. apple). Continúa con las demás letras.

Step 1: Read 1 • Haz que se fijen en lo que dice Hazel y anímalos a responder la pregunta Are any of your friends vegetarian? • Primero, que lean las preguntas con atención y luego que miren el menú y las respondan rápidamente. • Compruébalas con toda la clase. Pregúntales por qué en el menú no hay carne ni pizza (porque es un menú saludable).

2 • Comprueba que entienden el ejercicio. • Responden las preguntas individualmente. • Corrige las respuestas con todo el grupo y asegúrate de que entienden la diferencia entre still water (agua sin gas) y sparkling water (con gas).

Skills builder Listening: Understanding prices Destaca las dos maneras de decir 95 peniques en inglés (ninety-five p o ninety-five pence) y que el símbolo £ es para las libras (pounds). Al decir los precios, la gente suele omitir estas palabras, de manera que £1.95 es one ninetyfive en lugar de one pound ninety-five pence.

2.22 • Asegúrate de que entienden el ejercicio: averiguar qué postres han pedido las chicas. • Diles que van a escuchar las respuestas en la conversación. • Pon el CD para que escojan las respuestas correctas. • Compruébalas con toda la clase.

2.22 • Diles que copien el menú de postres en sus cuadernos. • Asegúrate de que entienden el ejercicio. • Vuelve a poner el CD para que anoten las respuestas. • Corregidlas todos juntos.

Extra activity Haz copias de la transcripción del diálogo del ejercicio 3 y repártelas a todos los niños. Vuelve a poner el CD y pídeles que lean el texto mientras lo escuchan. Pon el CD de nuevo, pero ahora diles que vayan leyendo el diálogo en voz alta. Esto les servirá para practicar el ritmo y la entonación de las oraciones. Aunque parezca complicado, se familiarizarán rápidamente con el ejercicio.

2.22 Transcripción, ejercicios 3 y 4 Hazel Do you want a dessert? Katy Er, I don’t know – what is there? Hazel Let’s see, there’s fresh fruit, carrot cake, cookies and ice cream. Katy Mmm! I’m not sure. I haven’t got much money. Hazel Well, you can have an apple for 30p! Or a banana for 40p? Katy Hmm, how much is the carrot cake? Hazel Er, The carrot cake ... two forty! Katy Two forty? That’s a lot! And the cookies? Hazel The cookies are 95p each. Katy Well, I’ve only got one sixty ... Hazel One sixty? Well, you could have some ice cream? It’s only one fifty. Katy Nah, I’ll have a banana! Hazel A banana? Oh. I think I’ll have a cookie ...

T 58

Integrated skills - continued Ordering food 5

2.23 • Los alumnos leen el diálogo. • Que copien en el cuaderno el tique de las cosas que ha comprado Hazel. • Que busquen los precios en el menú de la página 58, los escriban en los espacios vacíos y los sumen. • Pon el CD y que comprueben el importe total. • En parejas, comparan sus respuestas. • Comprobadlas todos juntos.

6 • Vuelve a reproducir el CD parando después de cada intervención para que los alumnos la repitan juntos. • Haz que se fijen en la acentuación de estas preguntas: Can I help you? Anything else? Is that everything? How much is it? • Pídeles que repitan las preguntas y las respuestas varias veces con la entonación y la acentuación adecuadas, tanto individualmente como en grupo. • En parejas, que practiquen el diálogo y que luego lo repitan intercambiándose los papeles.

Step 3: Write 7 • Que vuelvan a leer el menú de la página 58. • Que escojan un plato y una bebida para ellos y un amigo y anoten el pedido.

8 • Individualmente, que escriban su diálogo basándose en el modelo del libro y las expresiones esenciales para pedir comida del Communication kit. • Obsérvalos mientras escriben, ayudándolos si es necesario.

T 59

Step 4: Communicate 9 • Recuerda a los alumnos dónde recae el acento en las preguntas. • En parejas, que practiquen sus diálogos. • Para practicar un poco más, que se intercambien los papeles en ambos diálogos.

10 • Di a algunas parejas que representen el diálogo para toda la clase. • Los alumnos tienen que levantar la mano si alguna de estas parejas ha pedido la misma comida o bebida. Esto hará que estén atentos a las intervenciones de sus compañeros. Integrated skills: Workbook, pág. 115

UNIT

egrated skills integrated skills ORDERING FOOD

Hi, can I help you?

Yes – I’d like a tuna salad, please.

OK. Anything else?

Yes – some vegetable soup for my friend, please.

Would you like anything to drink? Yes, sure. OK. Is that everything? That’s £ … , please. Thank you and enjoy your meal! Ejercicio 5 1 vegetable soup 2.50 2 orange juice 1.20 3 apple juice 1.20 4 19.85

5

Oh, yes. Have you got any orange juice? OK. One orange juice and one apple juice, please. Yes, I think so. How much is it? Here you are. Thanks.

2.23 Read the dialogue. Copy and complete Hazel’s receipt. Use the menu on page 58 to help you. Then listen and check the total price.

THE HEALTH CAFÉ 3 MAIN STREET, GREENTOWN

TUNA SALAD (1) … (2) … (3) … TOTAL THANK YOU. HAVE A GOOD

£4.95 £… £… £… £… DAY!



Hi, can I help you? Yes – I’d like a … Ok. Anything else? Yes – … 10 Act your dialogue for the class.

COMMUNICATION KIT Ordering food

Step 3: Write 7 Look at the menu on page 58 and write your order for you and your friend. 8 Write a new dialogue to order your food and drinks. Use the dialogue in exercise 5 to help you.

Can I help you? I’d like a / an / some … , please. Would you like anything to drink? Anything else? / Is that everything? Have you got any … ? How much is it? Enjoy your meal.

Hi, can I help you? Yes – I’d like a …


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Writing A recipe 1

Ejercicio 1 fry, boil

2.24 Check the meaning of the verbs in the box. Then read and listen to the recipe. Which two verbs are not in the recipe?

wash cook fry cut add boil prepare

Jacket potatoes Jacket potatoes are very popular in the UK. They’re easy to make and they’re healthy and delicious. There’s a lot of fibre in jacket potatoes because we eat the potato skin too. There are also a lot of vitamins and minerals. But be careful with the filling – there’s a lot of fat in butter and cheese! Here’s the recipe …

Ejercicio 2

Ingredients

Method

• a big potato for each person • some butter • your favourite filling (for example: cheese, tuna, baked beans, chilli, etc)

First, wash the potatoes. Then, cook the potatoes in the oven (200°C) for about 75 minutes. Next, cut the potatoes and add some butter. Finally, prepare the filling. My favourite is cheese and beans!

2 Look at the Writing focus and answer questions a) and b).

a First b Finally

a) Which connector do we use at the start of the sequence? b) Which connector do we use at the end of the sequence?

WRITING FOCUS Connectors of sequence We use connectors of sequence to show the order of events or instructions. First, wash the potatoes. Then, put the potatoes in the oven. Next, add some butter. Finally, add your favourite filling. Ejercicio 3 c First, cut the bread. d Then, spread the butter. a Next, add the cheese and ham. b Finally, eat the sandwich!

3 Write the instructions in the correct order. Add connectors of sequence.

Instructions for making a sandwich: (a) … , add the cheese and ham. (b) … , eat the sandwich! (c) … , cut the bread. (d) … , spread the butter.

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4 Write the instructions for making the jacket potato filling. Use the phrases in the box and connectors of sequence.

Ejercicio 4

heat the beans open a tin of beans put the beans on the potato add some cheese

First, open a tin of beans. Then, ...

Then, heat the beans. Next, put the beans on the potato. Finally, add some cheese.

Writing task Write a recipe for a simple dish from your country. Plan Choose a dish. Copy and complete the

notes. Ingredients ... ...

Method 1 ... 2 ...

3 ... 4 ...

Write Write the recipe. Include three sentences about your recipe at the beginning. Use the text in exercise 1 to help you. Check Check your writing.

✔ connectors of sequence ✔ there’s / there are and a / an / some ✔ vocabulary for food


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Writing A recipe Objetivos de la lección aprender algunos verbos importantes • relacionados con la gastronomía escribir una receta breve •

Warmer Escribe en la pizarra cinco o seis palabras relacionadas con comida, pero mezclando las letras, p. ej. t t s e o a p o (potatoes); e e e s c h (cheese). En parejas, que las ordenen correctamente. Gana la primera pareja que las deletree todas bien.

1

2.24 • Pídeles que lean los verbos del cuadro. • Comprueba que los entienden todos, sobre todo fry (freír en aceite) y boil (cocer en agua hirviendo). Pídeles que los traduzcan a su lengua si es necesario. • Asegúrate de que entienden el significado de recipe (indicaciones para cocinar un plato). • Pon el CD para que vayan leyendo el texto mientras lo escuchan, y que digan los dos verbos que no salen en la receta. • Comprobad las respuestas todos juntos.

4 • Comprueba que entienden el significado del verbo heat (calentar algo). • Que miren la foto de la patata rellena al horno (jacket potato). • Que redacten las indicaciones para hacer el relleno ordenando las oraciones correctamente y añadiendo los conectores secuenciales. • En parejas, que comparen el texto. • Comprobadlo todos juntos.

Writing task El objetivo de este ejercicio es que escriban de forma guiada un texto con los verbos esenciales para cocinar y aprendan a usar correctamente los conectores secuenciales en una receta. También sirve para que practiquen el uso correcto de there’s / there are y a / an / some, y vocabulario de comida. Pídeles que sigan los pasos del Student’s Book, observándolos mientras escriben y ayudándolos con vocabulario si lo necesitan. Cuando lleguen al Check, que se intercambien los cuadernos y corrijan el texto de un compañero.


2 • Que miren el Writing focus y respondan las preguntas a-b. • En parejas, que las comparen. • Corregidlas todos juntos.

Language note Señala que then y next son equivalentes, así que podemos decir Next, put the potatoes in the oven y Then, add some butter sin alterar el significado.

3 • Explícales el ejercicio. • Individualmente, que escriban las instrucciones en el orden correcto, añadiendo los conectores secuenciales del Writing focus: First, Then, Next y Finally. • En parejas, que comparen las respuestas. • Compruébalas con todo el grupo.

T 60


Grammar


• Diles que lean las oraciones de ejemplo con There is, There are, a, an, some y any y asegúrate de que saben cómo usar estas expresiones correctamente. • Diles que miren las oraciones de ejemplo que presentan los nombres contables y no contables Is there ...? / Are there ...?, How much ...? / How many ...? Pueden traducirlas a su lengua si lo necesitan. • Diles que consulten la Grammar reference de las páginas 92–93 del Workbook cuando tengan que repasar la gramática.


Speaking • Comprueba que entienden el significado de las expresiones para pedir comida. • Diles que representen una conversación entre el camarero y el cliente de una cafetería.

T 61


Tests and Exams

• ‘Pulse Basics worksheets’, páginas 29–34 • ‘Vocabulary and grammar consolidation worksheets’, páginas 19–22 • ‘Translation and dictation worksheets’ páginas 6, 16 • ‘Evaluation rubrics’, páginas 1–7 • ‘Key competences worksheets’, págs. 9–10 • ‘Culture and CLIL worksheets’, págs. 17–20 • ‘Culture video worksheets’, páginas 9–10 • ‘Digital competence worksheets’, páginas 9–10 • ‘Macmillan Readers worksheets’, páginas 3–4


UNIT

Study guide Grammar

Vocabulary

There is / There are + a / an, some and any singular

There’s a cake in the fridge. There’s a recipe in the magazine. There isn’t a gym in town.

Places to go

plural

There are some vitamins in potatoes. There are some recipes online. There aren’t any biscuits in my lunch box.

Countable and uncountable nouns

minutes.

s!

countable nouns

uncountable nouns

There’s a sandwich. There are some sandwiches.

There’s some pasta.

Is there …? Are there …? singular

plural

Is there a gym? Yes, there is. No, there isn’t.

Are there any cafés? Yes, there are. No, there aren’t.

How much …? How many …?

bowling alley café cinema football stadium gym library park restaurant shopping centre skate park sports centre swimming pool

Food and drink biscuits cake cheese chicken crisps fish ham juice

milk nuts orange peas potatoes rice salad yoghurt

uncountable nouns

How much protein is there in a chicken sandwich?

There is a lot. There isn’t much.

Speaking

There are a lot. There aren’t many.

Can I help you? I’d like a / an / some … , please. Anything else? Would you like anything to drink? Is that everything? Have you got any … ? How much is it? Enjoy your meal.

countable nouns

How many calories are there in a chicken sandwich?

Ordering food

3 ... 4 ...

LEARNING TO LEARN When learning new vocabulary, write in your notebook if the noun is countable (c) or uncountable (u). sandwich (c) pasta (u)


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UNIT

home sweet home

Objetivos de la unidad y competencias clave En esta unidad los alumnos aprenderán… • a entender, memorizar y usar correctamente palabras sobre muebles CCL CMCT • a entender, memorizar y usar correctamente palabras sobre alojamientos CCL CMCT CEC • a entender y usar correctamente estructuras gramaticales relacionadas con los adjetivos comparativos y a buscar paralelismos con su lengua materna CCL CAA • a entender y usar correctamente estructuras gramaticales sobre posibilidad, autorización, obligación y prohibición CCL • sobre el estilo de vida de los nómadas de Irlanda CCL CMCT CSC CEC • sobre los tipos de viviendas que hay en el Reino Unido, viendo un vídeo corto CCL CMCT CEC

En esta unidad, los alumnos aprenderán a… • buscar información específica en un artículo de internet CCL CD CEC • buscar información sobre viviendas originales CCL CD CEC SIE

• buscar información específica en una conversación sobre vacaciones CCL CSC CEC • hablar sobre sus rutinas domésticas CCL SCC • escribir un texto de opinión CCL CMCT CEC • leer un mapa, escuchar una conversación sobre cómo llegar a un sitio y pedir y dar información sobre direcciones CCL CSC • escuchar para captar la información importante CCL CAA


Destrezas



• Muebles: wardrobe, mirror, shelf, etc. • Alojamientos: tent, caravan, log cabin, etc.

• Leer un artículo sobre una casa ideal en internet • Leer un texto sobre los nómadas de Irlanda • Leer indicaciones para ir a un sitio

Grammar


• Adjetivos comparativos: bigger than • Verbos modales: can / can’t, must / mustn’t

• Escribir un diálogo personalizado • Escribir un texto de opinión en tres pasos: planear, escribir, repasar

Functional language

• Escuchar una conversación sobre las vacaciones • Escuchar a personas preguntando por una dirección y a otras contestándoles • Aprender a escuchar información importante en una conversación

• Pedir y dar indicaciones para ir a un sitio

Pronunciation • /ə/ • Formas contraídas: can’t y mustn’t

Comprensión oral

Expresión oral: interacción • Intercambiar información sobre hábitos domésticos

Expresión oral: producción • Prepararse un diálogo para dar indicaciones y representarlo

Destrezas para el aprendizaje permanente

Evaluación

Autoaprendizaje y autoevaluación

• Test de la Unidad 6: Basic, Standard y Extra • Test del 2º trimestre, unidades 4–6: Basic, Standard y Extra • CEFR Skills Exam Generator

• Study guide: Student’s Book, página 71 • Progress check and self-evaluation: Workbook, páginas 54–55 • Grammar reference and practice: Workbook, páginas 94–95 • Wordlist: Workbook, páginas 151–157

Estrategias de aprendizaje y destrezas del pensamiento • Leer para extraer información general • Escuchar para captar información específica • Destrezas del habla: usar lenguaje formal

External exam trainer • Listening: test con distintas fotos

Materiales digitales Pulse Live! Digital Course, que incluye: • Tablas de gramática interactivas • Vídeo modelo de expresión oral: pedir/decir direcciones • Vídeo con material cultural: hospedaje en el Reino Unido Página web del alumno

Competencia digital

Conciencia cultural • Los nómadas en Irlanda • Comparar la vida de los nómadas irlandeses con los de su país

• Web quest: investigación sobre la casa PAS • Worksheet de competencia digital: recursos para escribir


Materiales de refuerzo

• Geografía: grandes ciudades • Tecnología: búsqueda en internet • Lengua y literatura: normas para escribir un texto de opinión

• Teacher’s Resource File: ‘Basics’, páginas 35–40 • Teacher’s Resource File: ‘Vocabulary and Grammar Consolidation worksheets’, páginas 23–24

Materiales de ampliación Key competences Competencia en comunicación lingüística CMCT Competencia en matemáticas, ciencia y tecnología CD Competencia digital CAA Aprender a aprender CSC Competencias sociales y cívicas SIE Sentido de iniciativa y emprendimiento CEC Conciencia y expresión cultural CCL

• Actividad para fast-finishers: Student’s Book, página 63 • Actividades extra: Teacher’s Book, páginas T66, T68 • Teacher’s Resource File: ‘Vocabulary and Grammar Extension worksheets’, páginas 25–26

Teacher’s Resource File • ‘Translation and dictation worksheets’, páginas 7, 17 • ‘Evaluation rubrics’, páginas 1–7 • ‘Key competences worksheets’, páginas11–12 • ‘Culture and CLIL worksheets’, páginas 21–24 • ‘Culture video worksheets’, páginas 11–12 • ‘Digital competence worksheets’, páginas11–12 • ‘Macmillan Readers worksheets’, páginas 3–4 U 6

UNIT

THINK ABOUT IT

Vocabulary and Speaking

What’s your home like? How is your bedroom different from the pictures?

At home 1

Ejercicio 1 shelf, lamp, table, bed



Ejercicio 2 Possible answers bathroom – shelf, cupboard, mirror bedroom – chair, wardrobe, table, bed kitchen – chair, shelf, cooker, fridge, cupboard, sink, table living room – desk, chair, shelf, lamp, mirror, sofa, armchair dining room – chair, cupboard, mirror, table

2 Which of the things in exercise 1 are in each of these rooms in your house? bathroom bedroom kitchen living room dining room bathroom: sink, toilet, bath, … 3 Read the competition information. Find words that match these definitions. 1 2 3 4 5 6

The place where you put your clothes. A table where you study. You can put your books here. You can see yourself in this. A small light. The piece of furniture you sleep on.

4 Imagine you enter the competition. Complete the sentence with your ideas.

Give your bedroom a completely new look in this month’s great competition. The prize includes: re • fantastic new furnitu …) e ob rdr (bed, desk, wa s rie sso ce ac • fabulous (lamp, mirror, shelves …) £2,000 • new technology worth …) tem sys (computer, music



EXPRESS YOURSELF

Ejercicio 3


1 wardrobe 2 desk 3 shelf / shelves 4 mirror 5 lamp 6 bed


I usually relax in my bedroom. 6 Work in pairs. Ask and answer questions about the activities in exercise 5.


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Vocabulary and Speaking At home Objetivos de la lección • aprender palabras relacionadas con las habitaciones de una casa • aprender vocabulario sobre muebles hacer preguntas sobre dónde hacen sus • actividades y responderlas

Warmer Haced un juego de ortografía. Escoge seis objetos del aula y escríbelos en la pizarra, pero con las letras mezcladas, p. ej. r o p e c t u m (computer). Luego, divide a los alumnos en grupos de tres y diles que ordenen las palabras. El primer grupo que las escriba correctamente es el ganador.

3 • Diles que lean la información sobre el concurso para ganar un dormitorio perfecto, y las definiciones. • Que relacionen las definiciones con los sustantivos correspondientes. • Que comparen sus respuestas en parejas. • Compruébalas con toda la clase. • Asegúrate de que entienden todas las palabras, p. ej. a new look (un cambio total de estilo), worth £2,000 (por valor de 2.000 libras) y diles que el plural de shelf es shelves.

4 • Diles que escriban un texto breve (no más de 50 palabras) que empiece por My perfect bedroom is ... • Anímalos a usar algunas de las palabras del ejercicio 1. • Que lean los textos a la clase. EXPRESS YOURSELF

5 • Individualmente, que escriban oraciones Think about it Explica que, en inglés, una casa puede ser house o flat (o apartment). Recuérdales que cuando se dice What is ... like? estamos pidiendo una opinión, p. ej., It’s nice. It’s great. It’s OK. En parejas, que comenten cómo es su casa y si su habitación es diferente de las que ven en las fotos. Escuchad las respuestas todos juntos.

1

2.25 • Pon el CD para que escuchen las palabras y las repitan. • Destaca que la p de cupboard no se pronuncia /ˈkʌbəd/ • Anímalos a decir qué cosas del cuadro de vocabulario ven en las fotos. • Comprueba las respuestas con toda la clase y asegúrate de que lo entienden todo, p. ej., sink (tanto puede ser el lavabo, para las personas, como el fregadero, para los platos).

explicando dónde hacen cada actividad con los nombres de las habitaciones del ejercicio 2. • Asegúrate de que entienden chat (conversar amistosamente). Si es necesario, diles que la traduzcan a su lengua.

6 • Di a dos alumnos que lean en voz alta la pregunta y la respuesta de ejemplo. • En parejas, que se hagan las preguntas sobre dónde hacen las actividades del ejercicio 5 y las respondan. • Escuchad juntos las respuestas de algunas parejas. Vocabulary extension: Workbook, pág. 107

Language note En los sustantivos compuestos, el acento casi siempre recae en la primera palabra, p. ej., wardrobe, cupboard, armchair.

2 • Que clasifiquen las palabras del ejercicio 1 según las habitaciones de la casa. • Que comparen las respuestas en parejas. • Compruébalas con toda la clase. T 62

Reading Text type: An online article Objetivos de la lección leer un artículo de internet • expresar la opinión sobre la casa que • describe el artículo

Enlaces web recomendados www.etnies.com/blog/2001/6/30/pas-house www.skateboardingskateboards.com

Warmer Escribe las palabras living room y kitchen en la pizarra. Dales dos minutos para que, en parejas, escriban nombres de los muebles que normalmente encontramos en cada habitación. Gana la pareja que anote más.

1 • Comprueba que entienden las palabras del cuadro. • Explica el significado de skateboarding usando las fotos si es necesario. • En parejas, que digan cuáles son las cuatro palabras que habrá en el texto.

2

2.26 • Pon el CD para que escuchen el texto y lo lean en sus libros. • Individualmente, que respondan la pregunta del ejercicio 1. • Que comparen sus respuestas en parejas. • Compruébalas con toda la clase.

Language note Señala que las letras ch de architect se pronuncian como el sonido /k/: /ˈɑ:kɪtekt/, mientras que en champion, se pronuncian como /ʧ/: /ˈʧæmpɪən/.

Word check Asegúrate de que entienden las palabras nuevas.

Culture note Haz que se fijen en el cuadro Did you know? El monopatín se inventó en California cuando unos surfistas aburridos querían practicar aunque no hubiera olas. Para ello pegaron ruedas de patines a sus tablas de surf. T 63

3 • Comprueba que hayan entendido la estructura comparativa. Pon un ejemplo en su lengua pero diles que, en inglés, algunos comparativos se forman de manera distinta. • Comprueba que entienden las palabras desconocidas (p. ej., expensive: que cuesta mucho dinero). • Haz que busquen en el texto la forma comparativa de los adjetivos y que las escriban. • Comprueba las respuestas con toda la clase.

4 • Que lean las preguntas con atención y asegúrate de que las comprenden. • Diles que busquen las respuestas en el artículo y en los comentarios. • Que comparen sus respuestas en parejas. • Compruébalas con toda la clase. EXPRESS YOURSELF

5 • Individualmente, que digan si les gustaría vivir en la casa PAS. • Diles que escriban un comentario para la página web. • Que comparen sus respuestas. • Compruébalas con toda la clase.

Finished? Pide a los que acaben antes que diseñen una casa ideal. Que la dibujen y que la describan brevemente en sus cuadernos.

Web quest Que busquen artículos, fotos y vídeos sobre la casa PAS. Haz que se fijen en el Web quest tip.

1 • Que hagan una lista de palabras clave para buscar información sobre la casa. 2 • Que abran un explorador de internet, p. ej., el Internet Explorer. • Que vayan a un buscador (p. ej., Google) y que introduzcan las palabras clave. • Que busquen artículos, fotos y vídeos. 3 • Que anoten las direcciones de sus páginas favoritas y las compartan con el resto de la clase.

Is this your idea of a dream house? Tell us what you think! Imagine skateboarding all around the house – without getting in trouble! That’s the case in this unusual house. You can skateboard across the floor and up the walls and on the ceiling. You can even skateboard over the table, the sofa and the fridge. It’s better than going to a skate park! For champion skateboarder Pierre André Senizergues, this dream is becoming a reality. Designer Gil Le Bon Delapointe and architect François Perrin are building his dream house in Malibu, California. This house is as big as a normal house, but its design is more unusual. There are three different ‘spaces’: one for the living room, dining room and kitchen; one for the bedroom and bathroom; and one for skateboard practice. There’s all the usual furniture, but it’s specially designed for skateboarding. And there are fabulous views over the ocean! Word check get in trouble view indoors cosy cool

Reading

DID YOU KNOW?

1 Check the meaning of the words in the box. Which four do you think are in the article? ceiling skate park windows champion architect garden

ceiling skate park champion architect

Ejercicio 3 more unusual more difficult bigger more expensive

2

James, 22nd May @ 19:46

It’s fantastic! It’s better than a skate park because you can practise indoors when it’s raining! Hazel, 23rd May @ 14:22

It’s interesting, but it isn’t as cosy as my house. And I imagine it’s more difficult to clean! Sonia, 23rd May @ 21:14

This house is cool! It’s bigger than my apartment, but I’m sure it’s more expensive too!

American surfers invented skateboarding in the 1950s.

An online article

Ejercicio 2

Comments

2.26 Read and listen to the article and

comments. Check your answers to exercise 1. 3 Read the article and the comments again. Then find the comparative form of the adjectives in the box. good unusual difficult big expensive

4 Read the text again and answer the questions. 1 2 3 4 5 6

Ejercicio 4

1 in Malibu, Where is the PAS house? California Who is Pierre André Senizergues? Is the furniture designed specially for the house? 2 a champion skateboarder Is the house near the sea? 3 yes Why does James like the house? 4 yes Does Hazel want to live in the PAS house?

5 Would you like to live in this house? Why (not)? Write your comment.

5 Because you can practise indoors when it’s raining. 6 no

FINISHED? In your notebook, design your dream house. Draw pictures and write a description.

good - better

WEB QUEST Find articles, pictures and videos about the PAS house. 1 Write a list of keywords to search for information about the PAS house. 2 Look at different articles, pictures and videos. Choose your favourites. 3 Write the URLs of your favourite websites. Compare andpage share Interactive Grammar Table: Workbook xx with your classmates.

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Remember to bookmark the websites you visit.

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Grammar Ejercicio 1 1 smaller 2 more expensive 3 better



1 Read the spelling rules in the Study guide on page 71. Then complete 1–3 in the table.

4 Look at the prepositions in the box. How do you say them in your language?


It’s tidier than my bedroom. It’s (1) … (small) than my room. long adjectives

It’s more unusual than my house. It’s (2) … (expensive) too. irregular adjectives

good – better bad – worse It’s (3) … (good) than a skate park! Ejercicio 2

2 Choose an adjective and complete the sentences with the correct comparative form.

1 more expensive 2 richer 3 better / worse 4 faster 5 more difficult / easier

China is … (big / small) than Spain. China is bigger than Spain. 1 The royal palace is … (cheap / expensive) than my house. 2 The king is … (rich / poor) than me. 3 Real Madrid are … (good / bad) than Real Betis. 4 Usain Bolt is … (fast / slow) than me. 5 Japanese is … (easy / difficult) than English. 3 Look at pictures a) and b). Write comparative sentences with the adjectives in the box. big small colourful tidy clean dirty

prepositions of place

opposite in front of

under behind in between

on next to

5 Look at pictures a) and b) and choose the correct words. 1 Kate’s shelves are between / opposite the wardrobe and the bed. 2 Kate’s bag is in / on the chair. 3 Kate’s mirror is behind / opposite the bed. 4 Rob’s rubbish bin is next to / under the desk. 5 Rob’s chair is in front of / behind the desk.

Ejercicio 5 1 between 2 on 3 behind 4 under 5 in front of

EXPRESS YOURSELF

6 Work in pairs. Ask and answer about these things in the pictures. Rob’s sock / shorts / dog Kate’s dress / books / cat Where’s Rob’s sock? It’s under the bed. ANALYSE In English, comparatives are different when the adjectives are short, long or irregular. Are they the same or different in your language?

Rob’s room is bigger than Kate’s room. Ejercicio 3

a) Rob’s room b) Kate’s room

Possible answers Kate’s room is more colourful than Rob’s room. Kate’s room is tidier than Rob’s room. Rob’s room is bigger than Kate’s room. Kate’s room is cleaner than Rob’s room. Rob’s room is dirtier than Kate’s room.

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2.27–2.28

Pronunciation lab: /ə/, page 125


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Grammar Comparative adjectives Objetivos de la lección

Prepositions of place 4

• Explica el significado de on the table y under the table con un libro u otro objeto. • Pídeles que traduzcan las preposiciones. • Que comparen sus respuestas en parejas. • Corrígelas con toda la clase.

5

• Diles que elijan las palabras correctas de acuerdo con los dibujos. • En parejas, que comparen sus respuestas. • Compruébalas con toda la clase.

• aprender a usar diferentes formas de adjetivos comparativos aprender a usar preposiciones de lugar •

Warmer Escribe la palabra adjective en la pizarra. En parejas, dales dos minutos para que escriban todos los que puedan. Luego, comprobadlos todos juntos. La pareja que escriba más adjetivos correctos es la ganadora.

1 • Que lean las normas ortográficas para los adjetivos comparativos de la página 71. • Diles que copien la tabla en sus cuadernos y que completen los espacios 1–3 usando la información de la Study guide. • Comprueba las respuestas con toda la clase. • Señala los dos comparativos irregulares en inglés: better y worse. • Haz que se fijen en la doble g de bigger y explica que todos los adjetivos monosilábicos acabados en vocal + consonante doblan la consonante final, p. ej., hot – hotter, fat – fatter, thin – thinner.

EXPRESS YOURSELF

6

• Elige a dos alumnos para que lean en voz alta la pregunta y la respuesta. • En parejas, que se hagan más preguntas y respuestas sobre las cosas que hay en los dibujos. • Escucha a algunas parejas con toda la clase.

Analyse Pide a los niños que lean la información sobre el comparativo en inglés y que lo comparen con su lengua. Pregúntales si los adjetivos cortos y largos se forman de las misma manera en su lengua y si tienen los mismos adjetivos irregulares.

Language note Los adjetivos largos son los que tienen tres sílabas o más, pero algunos de dos sílabas también forman el comparativo con more, p. ej., stupid, modern, crowded. En general, los adjetivos de dos sílabas que terminan en -y forman el comparativo con -er, p. ej., healthier, prettier.

Pronunciation lab: /ə/ in -er forms; página 125 Digital course: Interactive grammar table Study guide: pág. 71

2 • Que completen las oraciones individualmente. • En parejas, que las comparen. • Compruébalas con toda la clase (ten en cuenta que las respuestas a las preguntas 3 y 5 pueden variar en función de la nacionalidad o el equipo favorito)

3 • Explica el objetivo de la actividad: comparar las dos habitaciones usando adjetivos. • Que miren los dibujos y hagan el ejercicio individualmente. • En parejas, que comparen las respuestas. • Corregidlas todos juntos. T 64

Vocabulary and Listening Places to stay Objetivos de la lección prender algunas palabras sobre sitios • a donde alojarse escuchar información específica •

Warmer Escribe en la pizarra algunos nombres de países famosos para ir de vacaciones, p. ej., Italia, Turquía, Egipto, Suiza, Estados Unidos, Sudáfrica. Pide a los niños que elijan el mejor y el peor sitio para ir de vacaciones, y que lo justifiquen.

1

2.29 • Diles que miren la página web. • Que lean las palabras en azul. • Pon el CD para que escuchen las palabras en azul y las repitan. • Asegúrate de que pronuncian las palabras correctamente, sobre todo caravan /ˈkærəvæn/ y hotel /həʊˈtel/.

2 • Que los niños lean las definiciones. • Diles que relacionen las definiciones con las palabras de la página web. • Comprueba las respuestas con toda la clase.

3 • Que ordenen los sitios por orden de preferencia del 1 (mejor) al 12 (peor). • Que comparen las respuestas en parejas. • Escuchad las respuestas en grupo y pídeles que justifiquen su elección.

Culture note Ir de camping es muy popular en el Reino Unido. Algunas familias tienen sus propias autocaravanas o caravanas para desplazarse a los lugares de acampada. Quedarse en tiendas de campaña también es muy típico, pero suele hacerse solo en verano.

4

2.30 • Escribe la pregunta en la pizarra. • Diles que van a escuchar a una familia hablando y que deben fijarse en dónde van a ir de vacaciones. • Pon el CD y que escriban la respuesta. • Corrígela con toda la clase.

T 65

5 • Que lean las palabras del cuadro. • Explícales que tienen que escuchar el lugar escogido por cada persona • Pon el CD otra vez y diles que escriban las respuestas. • Que las comparen en parejas. • Comprobad las respuestas todos juntos.

2.30 Transcripción, ejercicios 4 y 5 Dad Hey, Alice! Ben! Come here a minute! Mum and I are thinking about our summer holiday ... Ben Yay!! Can we go to the USA?! Dad Er, no ... We’re definitely staying in Europe. Look – here are some possibilities ... Alice Let’s see. Dad ‘A luxury family tent in France’ – see? I’d like to stay in a tent like this! They’re more luxurious than our little tent! Ben Yeah! Dad There are beds in the tent! There’s even a fridge and a cooker! Mum Yes, but there isn’t a bathroom in the tent! Dad No, that’s true. Alice I’d prefer to stay in a villa in Spain. Look – the villa has got a swimming pool! And it’s directly opposite the beach! Mum This Spanish campsite is near the beach, too. Why don’t we stay there in a mobile home? It’s nicer than a tent – there’s a bathroom with a toilet and a shower ... Alice Yeah, definitely better ... Dad Yes, but the mobile homes are more expensive than the tents. Mum Hmm. That’s true ... What do you think, Ben? What do you prefer? Ben I’d love to stay at a hotel in Barcelona! It’s more exciting to stay in the city. And if we stay in Barcelona ... we can go to the Nou Camp football stadium! Dad Good idea! But we can’t stay at a hotel or a villa – sorry! It’s too expensive. Mum Let’s stay at a campsite near Barcelona then. In a mobile home? Dad OK, in a mobile home. Alice And we can still go to the beach? Mum Yeah, definitely. Ben And the Nou Camp stadium? Dad Yes!

UNIT

Vocabulary and Listening Places to stay 1

2.29 Look at the web page. Listen and repeat the words in blue.

Home from home! Book your holiday now! QUICK SEARCH

Country …

Type …

Arrive:

Depart:

Pets? Y

N

Rent a caravan for 2–5 people.

A family tent in France.

A mobile home – more space for all the family!

Family rooms at a youth hostel.

Rent a log cabin in the forest.

Holiday on water in a beautiful old barge.

Stay in a remote lighthouse!

A luxurious Scottish castle.

Choose a hotel.

Rent a self-catering apartment.

A villa with a pool in Spain.

Stay on a farm!

Click on a picture to see more details and prices.

Ejercicio 2 1 barge 2 villa 3 castle 4 log cabin 5 tent

2 Find words on the web page that match definitions 1–5. 1 It’s a type of boat. 2 This place has got a swimming pool. 3 Kings and queens lived here. 4 This place is made of wood. 5 This place hasn’t got solid walls. 3 Work in pairs. Which places do you prefer? Put them in order from best to worst. Number 1 is the best.

1 castle, 2 …

4

2.30 Listen to a family conversation. Ejercicio 4 Are they going on holiday to France, Spain Spain or the USA?

5 Listen again. Which place does each person prefer? hotel tent villa mobile home 1 Dad … 2 Mum …


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3 Alice … 4 Ben …

Ejercicio 5 1 tent 2 mobile home 3 villa 4 hotel

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Cultural awareness

Fact box

Different lifestyles

1 Read the text quickly. What is it about?

Ejercicio 1 b

a) People who go on holiday to Ireland. b) An ethnic minority group called ‘Irish travellers’. 2

The population of Ireland is about 4.5 million, but more than 80 million people around the world have got Irish origins!

2.31 Read and listen to the text. Do you agree with Paul, Beth or David?

Irish travellers Irish travellers have their own culture and language. They’re originally from Ireland, but now many Irish travellers live in other countries, including the UK and the USA. There are about 30,000 travellers in Ireland today. Traditionally, Irish travellers lived in small, old-fashioned caravans and they travelled from place to place with horses. Now, about half live in bigger caravans or mobile homes and half live in houses or flats. They still travel sometimes to go to horse fairs and family weddings. Irish travellers are an ethnic minority. They sometimes suffer discrimination from people who don’t understand their culture.

What do you think? Could you live a nomadic life? Paul, 13

Yes, definitely! There are too many rules in society. People always say ‘you must do this’ and ‘you mustn’t do that’. I think you can have more freedom with a nomadic life. Beth, 12

No, I wouldn’t be happy. You can’t stay in one place so you have to go to lots of different schools and make new friends all the time. David, 14

I’m not sure. I think we must respect people from different cultures and we mustn’t discriminate against them. But I love my house!

Word check ethnic minority discrimination rule freedom nomadic respect

3 Read the text again and choose the correct words.

Ejercicio 3 1 caravans 2 bigger 3 independent 4 better 5 house

1 About 50% of Irish travellers live in mobile homes or caravans / tents. 2 Modern caravans are bigger / smaller than old-fashioned caravans. 3 Paul thinks there are lots of rules in society and a nomadic life is more independent / boring. 4 Beth thinks it’s better / worse to live in one place. 5 David would be happier in a caravan / house.

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CULTURAL

COMPARISON

4 Answer the questions. 1 Are there any travellers in your country? 2 Would it be easy or difficult to live a nomadic life in your country? 3 Would you like to live a nomadic life? 4 Do many people from your country / region now live in other countries? Where?

Interactive Grammar Culture video: Table: Homes Workbook in the page UKxx

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Cultural awareness Different lifestyles Objetivos de la lección leer una página web sobre los nómadas • de Irlanda buscar información específica en un texto • hablar sobre los nómadas de su país •

3 • Que lean las oraciones y las diferentes opciones de respuesta. • Que lean el texto otra vez y elijan las palabras correctas. • Diles que comparen sus respuestas en parejas o grupos pequeños. • Compruébalas con toda la clase. CULTURAL

Warmer Escribe Ireland en la pizarra. Haz que se fijen en el Fact box y pregúntales si alguien tiene raíces irlandesas. En parejas, que escriban lo que sepan sobre este país. Escucha las respuestas con toda la clase y apunta en la pizarra lo más importante, p. ej., They speak English there. It often rains, etc.

1 • Primero, que lean las dos preguntas. • Diles que lean el texto por encima para tener una idea general de su contenido y escojan la respuesta correcta. • Comprueba la respuesta con toda la clase.

2

2.31 • Explícales que van a leer un texto en una página web sobre el estilo de vida de los nómadas irlandeses, y algunos comentarios. • Deben escuchar y decir con cuál de las personas están de acuerdo. • Pon el CD y que lean el texto en sus libros. • Escucha las respuestas con toda la clase, teniendo en cuenta su sensibilidad cultural.

COMPARISON

4 • Que respondan las preguntas individualmente. • En parejas, que las comparen. • Escucha las respuestas de todos tomando en cuenta la diferente sensibilidad cultural de los alumnos.

Extra activity Con los libros cerrados, que anoten todas las palabras nuevas que puedan recordar de la lección. En parejas, que las comparen. Escuchadlas todos juntos y escríbelas en la pizarra. Luego, que copien todas estas palabras en sus cuadernos.

Culture video: Homes in the UK

Word check Haz que lean la lista de palabras. Comprueba que las entienden pidiéndoles que las traduzcan a su lengua. Señala que en ethnic minority, el acento principal recae en la segunda palabra porque es la combinación de un adjetivo y un sustantivo.

Culture note No se sabe cuántos nómadas irlandeses hay en el Reino Unido. Se calcula que son entre 15.000 y 300.000, aproximadamente. Algunos todavía están en caravanas pero la mayoría ya vive en casas o pisos.

T 66

Grammar can / can’t and must / mustn’t

3 • Di a los alumnos que el texto es sobre un pueblo que no tiene niños. • Que lean el texto y seleccionen las palabras correctas. • En parejas, que comparen sus respuestas. • Compruébalas con toda la clase.

Objetivos de la lección aprender can para expresar posibilidad y • (falta de) permiso, y utilizarlo aprender y usar must para hablar de • obligación y prohibición usar must y mustn’t para escribir sobre su • clase de inglés

EXPRESS YOURSELF

4 • Haz que lean la oración de ejemplo. • Que escriban oraciones usando must o mustn’t y las ideas 1–6. • Comprueba las respuestas con toda la clase. Asegúrate de que entienden lo que quiere decir shout (hablar muy alto, gritar).

Warmer Dibuja un círculo rojo en la pizarra con una letra P grande en el centro y una línea roja en diagonal. Anímalos a decir que esto significa No parking. En parejas, que piensen en señales similares que podrían ver en la calle o en edificios. Escucha sus ideas y anota las que tengan sentido en la pizarra, p. ej., No smoking, No dogs, No entry, etc.

CLIL

5

1 • Que copien las tablas en sus cuadernos. • Diles que respondan las preguntas a–b. • Comprueba las respuestas con toda la clase. • Indica que You mustn’t do that (prohibición) es más contundente que You can’t do that (no está permitido).

Language note Must pasa a ser negativo con la forma contraída n’t. En avisos formales por escrito se usa la forma completa en negativa, p. ej., You must not run on the escalators. Must es un verbo modal auxiliar, por este motivo nunca va con do / does.

2 • Asegúrate de que entienden que hay un error en la parte subrayada de estas oraciones. • Diles que lean las oraciones y las corrijan. Pueden consultar las tablas si es necesario. • Que comparen sus respuestas en parejas. • Comprobadlas todos juntos.

6


• Esta actividad sirve para practicar el uso de los comparativos, de can y must. • Primero, pídeles que lean todo el texto con atención. • Haz la primera frase con toda la clase a modo de ejemplo y anímalos a decir la opción correcta (in). • Individualmente, que elijan la respuesta correcta entre las tres opciones. • Que las comparen en parejas.

2.32 • Pon el CD para que escuchen el texto y corrijan las respuestas del ejercicio 5.

CLIL task Que lean la información sobre las tres ciudades más pobladas del mundo. Luego, que hagan una tabla parecida sobre las tres ciudades con más habitantes de Europa buscando la información en internet.

Pronunciation lab: Contractions: can’t y mustn’t, página 125 Digital course: Interactive grammar table Study guide: pág. 71

T 67

UNIT

Grammar

can / can’t and must / mustn’t Ejercicio 1 1 no 2 no

1 Look at the tables and answer questions a) and b). can / can’t: possibility and (lack of) permission


can move house. can’t stay here.



must do this. mustn’t do that.

a) Does the form of can and must change with the different subject pronouns? b) Do we use to after can and must? Ejercicio 2 1 must change 2 can’t stay 3 mustn’t discriminate 4 must respect

2 Correct the mistakes. 1 Travellers must to change schools. ✘ 2 A traveller can’t stays at the same school all the time. ✘ 3 We don’t must discriminate against ethnic minorities. ✘ 4 We must respecting people of all cultures. ✘ 3 Read the text and choose the correct words.

Ejercicio 3 1 can 2 can’t 3 mustn’t 4 can’t 5 can’t

Ejercicio 4

CLIL

Welcome to Firhall! Firhall is an unusual village in Scotland. To live there, you must be older than 45. Children (1) must / can visit Firhall, but they (2) can’t / must stay for more than three weeks. They (3) mustn’t / must be noisy and they (4) must / can’t play football in the street. Residents can have a cat or a dog, but they (5) can’t / must have birds or rabbits. There are a lot of rules in Firhall!


5 Read the text and choose the correct answers. Ejercicio 5 6

1 in 2 Can you 3 bigger 4 do 5 easier 6 are ● The biggest mega-city* in the world is Tokyo, 7 better (1) on / in / at Japan. It’s got a population of more 8 live than 34 million people. (2) Can you / You can / You 9 worse must imagine? That’s like the population of Portugal, 10 breathe Ireland and Greece combined!


Mega-cities

● In 1800, the world’s urban population was only 3% and the rural population was 97%. Now the urban population is (3) big / bigger / small than the rural population. ● Why (4) do / does / are people move from villages to mega-cities? They think it’s (5) more / easier / than to find work. They (6) is / am / are looking for a (7) worse / better / bad life for their families, but often the opposite is true. ● In mega-cities, many poor people (8) live / to live / not live in unhealthy areas called slums. The sanitation is terrible and the pollution is much (9) more bad / better / worse than in rural areas. When the pollution is very bad, you can’t (10) breathe / to breathe / breathing without a mask.

The world’s biggest cities Population City Tokyo (Japan)

34,300,000

Guangzhou (China)

25,200,000

Seoul (South Korea)

25,100,000

*A mega-city is a city with more than 10 million inhabitants.

EXPRESS YOURSELF

4 Write about your English class.

Possible Use must / mustn’t and ideas 1–6. answers 1 We mustn’t speak English We must speak English. use our CLIL TASK 1 use our mobile phones 4 do our homework mobile Go online. Find out about the three biggest phones. 2 listen to the teacher 5 forget our books cities in Europe. Are they mega-cities? 2 We must 3 shout in class 6 respect people listen to the Make a table like the one above. teacher. 3 We mustn’t 2.33–2.34 Pronunciation lab: Contractions: can’t and mustn’t, page 125 shout in class. 67 4 We must Digital course: Interactive Interactive grammar Grammar table Table: Workbook page xx Study guide: page 71 do our homework. 5 We mustn’t forget our 29/08/2013 books. 9780230429697_Pulse_06.indd 67 6 We must respect people.

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integrated skills

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Green Park

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Go straight along Old Street.

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Walking directions Old Street

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tric

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Bea

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CAS

B

1 km 7 minutes

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B e ne d

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Green Park

ens

Pri

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Old Street A14

To

A

My friend Michael is moving house today. His new house is near Green Park. P A Have you LA ever moved house? CE TREE EN S

From

P

ad

GRE

St

Ro

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Step 1: Read

Step 2: Listen

1 Look at the directions and the map. Then match 1–4 to symbols a–d.

Ejercicio 1 1 b 2 a 3 d 4 c

Ejercicio 2

1 turn left

a)

2 turn right

b)

3 go straight

c)

4 your destination

d)

2 Read the directions again. Choose the correct answers.

1 a 2 b 3 b 4 b 5 a

1 The starting point is … a) Old Street. b) Castle Road. 2 The directions are for … a) going by car. b) walking. 3 The destination is … a) Green Street. b) Green Park. 4 It takes … minutes. a) five b) seven 5 It’s about … km. a) 1 b) 7 68

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3

2.35 Copy the GPS instructions into your

notebook. Then listen and number them in the order you hear them. a) At the end of the road, turn right. b) Depart. c) After 300 metres, turn left. d) Your destination is on the right. e) Go straight along Magnolia Avenue. 4 Listen again. Are the sentences true or false? Correct the false sentences. 1 2 3 4

Michael’s mum sets the GPS. Their new house is at 25 Roman Street. Their new house is in a different town. The new house is bigger than the old house.

Ejercicio 3 1 b 2 a 3 e 4 c 5 d

Ejercicio 4 1 False Michael sets the GPS. 2 False Their new house is at 12 Roman Street. 3 False Their new house isn’t in a different town. It’s just round the corner. 4 True

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Integrated skills Getting around town Objetivos de la lección practicar las cuatro destrezas • leer un mapa • • escuchar a gente preguntando por una dirección o respondiéndolo escribir un diálogo personalizado • representar el diálogo •

Step 2: Listen 3

2.35 • Asegúrate de que entienden la actividad. • Que copien las indicaciones del GPS en sus cuadernos. • Pon el CD para que ordenen correctamente las indicaciones 1–5. • Comprueba las respuestas con toda la clase.

4 • Diles que lean las oraciones. Warmer Haz un juego de ortografía con nombres de sitios de la ciudad. Anota en la pizarra cinco o seis palabras con las letras mezcladas, p. ej., k a p r (park), r y b l a i r (library), etc. En parejas, que las escriban bien ordenadas. La primera pareja que escriba todas las palabras en el orden correcto es la ganadora.

Step 1: Read 1 • Haz que se fijen en lo que dice James y anímalos a responder la pregunta Have you ever moved house? • Diles que relacionen las direcciones con los símbolos. • Que comparen sus respuestas en parejas. • Comprobadlas todos juntos, asegurándote de que entienden el significado de destination (lugar adonde te diriges).

2 • Comprueba que entienden el ejercicio. • Que lean las indicaciones y elijan las respuestas correctas. • Compruébalas con todo el grupo.

Culture note Las millas se usan para medir la distancia en el Reino Unido y los EE. UU. Una milla equivale a 1,6 km aproximadamente (un kilómetro son unas 0,6 millas). Viene del latín (mile) y significa mil, ya que en la época de los romanos equivalía a unos mil pasos.

• Pon el CD otra vez para que digan si las oraciones son verdaderas o falsas. Luego, que corrijan las falsas • Comprobad las respuestas todos juntos.

Extra activity Escribe estas expresiones en la pizarra: Off we go! Ready! Let’s go! Here we are! Pon el CD otra vez. Diles que levanten la mano cuando las oigan. Vuelve a poner el CD, parando después de cada expresión para que las repitan en grupo e individualmente.

2.35 Transcripción, ejercicios 3 y 4 Mum OK, off we go! Can you set the GPS, Michael? Michael OK – what’s the name of the road? Mum Roman Street, number 12. Michael OK. Ready! Mum Great – let’s go! Sat-nav Depart. At the end of the road, turn right. Go straight along Magnolia Avenue. After 300 metres, turn left. Your destination is on the right. Mum Here we are! Michael Great! It isn’t very far! Mum No, it’s just round the corner. But this house is bigger – now you can have your own bedroom and you don’t have to share with your brother!

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Integrated skills - continued Asking for and giving directions 5

2.36 • Haz que lean el diálogo y las opciones de respuesta. • Pon el CD para que escojan las respuestas correctas. • Que comparen las respuestas en parejas. • Comprueba las respuestas con toda la clase.

6

2.36 • Vuelve a poner el CD otra vez, parando después de cada intervención para que la repitan juntos. • Destaca la acentuación y la entonación descendente de las indicaciones, p. ej., Go straight on, then turn left. • Pídeles que las repitan unas cuantas veces, tanto en grupo como individualmente, con la acentuación y la entonación correctas. • En parejas, que practiquen el diálogo y que luego se intercambien los papeles.

Step 3: Write 7 • Diles que elijan uno de los tres lugares: the park, the supermarket o the sports centre. • Que escriban las indicaciones para llegar a su colegio y al lugar escogido. • Comprobad las respuestas todos juntos.

8 • Individualmente, los niños escriben sus propios diálogos basándose en el modelo de ejemplo y en las expresiones esenciales para pedir y dar indicaciones del Communication kit. • Obsérvalos mientras escriben y ayúdalos si lo necesitan.

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Step 4: Communicate 9 • Que practiquen sus diálogos en parejas. • Que se intercambien los papeles en ambos diálogos para practicar un poco más.

10 • Pide a algunas parejas que lo representen para toda la clase. • Los alumnos tienen que levantar la mano si otra pareja tiene los mismos destinos o indicaciones. Esto hará que escuchen atentamente a sus compañeros.

Skills builder Speaking: Being polite Destaca que los ingleses usan mucho excuse me, please y thank you. Es importante emplear estas palabras cuando hablas con personas que no conoces. Si no lo haces, pensarán que eres un maleducado.

Integrated skills: Workbook, pág. 116

UNIT

egrated skills integrated skills ASKING FOR AND GIVING DIRECTIONS

Excuse me! Can you tell me how to get to Roman Street, please? It’s near (1) Castle Park / the campsite. Which way is it? Straight on, then left? OK. Is it far? Thank you!

Ejercicio 5

5

1 Castle Park 2 left 3 right 4 five


2.36 Read and listen to the dialogue. Choose the correct answers for 1–4.

Step 3: Write 7 Choose one of the places a–e. Then write directions from your school to the place. a) the nearest café b) the park c) the supermarket d) the sports centre e) the library

Roman Street? Let me think. Ah, yes. I know where it is! Go straight on, then turn (2) left / right. Yes. Then cross the road and go past the park. Roman Street is on the (3) left / right. No – it’s a (4) five / ten minute walk. No problem. Bye!


Excuse me! Can you tell me how to get to the nearest café, please? The nearest café? Let me think. 10 Act your dialogue for the class. SKILLS BUILDER Speaking: Being polite You must be polite when you speak to someone you don’t know. Remember to say excuse me, please and thank you!

8 Prepare a new dialogue. Write both parts. Use your notes from exercise 7 and the dialogue in exercise 5 to help you.


COMMUNICATION KIT Asking for and giving directions Excuse me! Can you tell me how to get to … , please? Which way is it? Go past … . Go straight on. Is it far? Turn left / right. It’s a five / ten minute walk. Cross the road.


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Writing

An opinion essay 1

2.37 Read and listen to the essay. Do you agree with Jane’s opinion?

IN YOUR OPINION, IS IT BETTER TO GO ON HOLIDAY TO A HOTEL OR ON A BARGE? In my opinion, it’s better to go on holiday on a barge. My family and I spend two weeks on a barge every summer. It’s more interesting than staying in a hotel. I like staying on a barge because you have more freedom – you can go wherever you want. I also like it because it’s relaxing – you’re always near the water. Some people prefer hotels, but not me! I don’t like staying in hotels because it’s boring. It’s more fun going on holiday on a barge. By Jane, 13

2 Look at the Writing focus. How do you say because in your language?

Ejercicio 3 I don’t like staying in hotels because it’s boring.

WRITING FOCUS because We use because to give reasons. I like staying on a barge because you have more freedom. I also like it because it’s relaxing.

Ejercicio 4 1 b I like living in a city because there are more facilities. 2 d I prefer living in a village because it’s quieter. 3 a I’d like to live near the sea because I love windsurfing. 4 c I can’t live in a palace because it’s very expensive!

3 Read the essay again. Find one more example of because. 4 Match 1–4 with a–d. Then join the sentences with because. 1 2 3 4

I like living in a city. I prefer living in a village. I’d like to live near the sea. I can’t live in a palace.

a) I love windsurfing. b) There are more facilities. c) It’s very expensive! d) It’s quieter.

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Writing task Write an essay with this title: In your opinion, is it better to live in a city or a village? Plan Decide which option you prefer. Then make notes. I like … because … I don’t like … because ... Write Write three paragraphs using sentences

1–3. Use the essay in exercise 1 to help you. 1 In my opinion, it’s better to ... . 2 I like … because ... . 3 Some people prefer … , but not me! I don’t like ... . Check Check your writing.

✔ using because to give reasons ✔ comparative adjectives ✔ vocabulary for places


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Writing An opinion essay Objetivos de la lección aprender a usar because para dar • explicaciones escribir un breve artículo de opinión •

Warmer Divide a los niños en parejas. Diles que hagan una lista de los alojamientos que aprendieron en esta unidad. Anímalos a dar respuestas y escríbelas en la pizarra, p. ej., tent, caravan, castle, hotel. Esto les servirá para preparar el ejercicio siguiente.

1

2.37 • Pide a los niños que miren las fotos. Pregúntales qué ven (gente de vacaciones en una barcaza). • Pon el CD para que escuchen el texto y lo lean. • Pregúntales si están de acuerdo o no con la opinión de Jane, y que lo justifiquen.

2 • Diles que lean el Writing focus. • Anímalos a decir la palabra o palabras equivalente a because en su lengua.

Language note Because puede usarse al principio de una oración (p. ej., Because I like swimming, I usually spend my holidays at the seaside), pero es más normal ponerla detrás de la cláusula principal (p. ej., I usually spend my holidays at the seaside because I like swimming).

Culture note El Reino Unido cuenta con una extensa red de canales que se construyeron en el siglo XVIII, al principio de la Revolución Industrial, para transportar materias primas y productos por todo el país. En el siglo XIX, los canales fueron sustituidos por las vías férreas, y la mayoría cayeron en desuso muchos años. Actualmente, ir de vacaciones en barcaza por los canales está de moda y muchas de estas vías vuelven a utilizarse.

4 • Que unan las dos partes de cada oración. • En parejas, que comparen las respuestas. • Compruébalas con toda la clase.

Writing task El objetivo de este ejercicio es que los niños escriban de forma guiada un texto para practicar el uso correcto de because para justificar elecciones. También sirve para que aprendan a utilizar adjetivos comparativos y vocabulario para hablar de sitios. Pídeles que sigan los pasos del Student’s Book. Obsérvalos mientras escriben y ayúdalos si lo necesitan. Cuando lleguen al Check, que se intercambien los cuadernos y corrijan el texto de un compañero Writing reference and practice: Workbook, pág. 130

3 • Haz que busquen otro ejemplo de because en el texto. • Que copien la oración en sus cuadernos. • Compruébala con toda la clase.

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Grammar


• Haz que lean las oraciones de ejemplo con adjetivos comparativos y asegúrate que saben cómo formarlos correctamente. • Diles que miren las oraciones de ejemplo con can y must y asegúrate de que las entienden. Si es necesario, pídeles que las traduzcan. • Diles que consulten la Grammar reference de las páginas 94-95 del Workbook para repasar la gramática.


Speaking • Comprueba que entienden el significado de las frases para pedir y dar indicaciones. • Di a los alumnos que representen una conversación entre una persona que pide indicaciones y otra que le responde.

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Tests and Exams

• ‘Pulse Basics worksheets’, páginas 35–40 • ‘Vocabulary and grammar consolidation worksheets’, páginas 23–26 • ‘Translation and dictation worksheets’, páginas 7, 17 • ‘Evaluation rubrics’, páginas 1–7 • ‘Key competences worksheets’, páginas 11–12 • ‘Culture and CLIL worksheets’, páginas 21–24 • ‘Culture video worksheets’, páginas 11–12 • ‘Digital competence worksheets’, págs. 11–12 • ‘Macmillan Readers worksheets’, págs. 3–4

• Test de la Unidad 6: Basic, Standard y Extra • CEFR Skills Exam Generator • Test del segundo trimestre: Basic, Standard y Extra

UNIT

Study guide Grammar

Comparative adjectives: spelling rules

Comparative adjectives short adjectives and adjectives ending in -y

London is smaller than Tokyo. The city is busier than my home town. long adjectives

Caravans are more popular than tents. Hotels are more expensive than youth hostels. irregular adjectives

under

smaller loud

big

bigger hot

opposite

hotter

busier tidy

tidier

• For long adjectives, do not change the word. Add more before the word. between

unusual

more unusual

organized

in front of

louder

• For short adjectives that end in vowel + consonant, repeat the consonant and add -er.

busy

Prepositions of place in

small

• For short adjectives that end in -y, remove the -y and add -ier.

good – better bad – worse I think caravans are better than tents.

on

• For short adjectives, add -er.

next to

behind

can / can’t and must / mustn’t can / can’t: possibility and (lack of) permission

I / You / He / She / can go on holiday. It / We / You / They can’t drive. must / mustn’t: obligation and prohibition

I / You / He / She / must listen to the teacher. It / We / You / They mustn’t skateboard inside.

more organized

• Some adjectives are irregular. They don’t follow the rules! good

better

bad

worse

Vocabulary At home armchair bath bed chair cooker cupboard

desk fridge lamp mirror shelf sink

sofa table toilet wardrobe

Places to stay

Speaking Asking for and giving directions

apartment barge caravan castle

farm hotel lighthouse log cabin


Excuse me! Can you tell me how to get to … , please? Which way is it? Go straight on. Turn left / right. Cross the road.

Go past … . Is it far? It’s a five / ten minute walk.


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LEARNING TO LEARN Label objects in your home. If you see the words every day, it’s easier to remember them.


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2

Making a leaflet TASK Work in groups of four to create a leaflet about your town.

Step 1: Think


Step 3: Create

Step 4: Evaluate

Digital Literacy When you write a leaflet, remember to: • include images to make your leaflet look attractive. • use different fonts and colours. • look up words in an online dictionary.

Step 1: Think Ejercicio 1

1 Read the leaflet below. Use a dictionary to check the meaning of the words in the box. Which information is not included in the leaflet?

adverts activities for children

opening times adverts places to visit sports and leisure facilities activities for children restaurants markets a description of the town

All about

Brighton

Brighton is a city on the south coast of England. Is has got wonderful beaches and lots of places to visit. Famous local landmarks include the Royal Pavilion (a 19th century palace) and the pier. Other sights include Brighton Museum and Art Gallery and Queenʼs Park. The oldest aquarium in the world is also in Brighton. To find out more about places to visit, see page 2. There is lots to do at night. Brighton has got about 400 restaurants – more than any other city outside London (see page 3)! The town is famous for musicians such as The Kooks, and there are a lot of live music events.

Brighton also has a famous festival in May – itʼs the second biggest in the UK. Go to their website: brightonfestival.org Are you a sports fan? Brightonʼs got two football stadiums, a skate park and lots of swimming pools, gyms and sports centres (see page 4).

Come to Brighton! There’s something for everyone!

Contents

Places to visit – where to go, what to see Page 2 Brighton at night – restaurants, theatres and cinemas Page 3

Teen town – places for teens to go and things to do Shopping – shops, shopping centres and markets Get active in Brighton – sports and leisure

Page 3 Page 4 Page 4

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Collaborative project 2 Making a leaflet Objetivos de la lección • hacer un folleto de su población en grupos • identificar los elementos de un folleto • escuchar a un grupo planificar un folleto • leer un fragmento de una conversación y completarlo

Warmer Jugad al abecedario para repasar los lugares de una población. Escribe en la pizarra a y anímalos a decir un sitio que comience con esta letra, p. ej. aquarium, art gallery, etc. Divídelos en grupos y establece un límite de tiempo para que escriban todos los lugares que puedan por cada letra. El equipo con el mayor número de palabras tiene que salir a la pizarra a escribirlas y los demás tienen que decir si están de acuerdo y si la ortografía es correcta. Las respuestas correctas sin faltas valen dos puntos y cada palabra correcta con alguna falta, uno. Gana el grupo que obtenga la puntuación más alta.

TASK Lee el ejercicio con todos los alumnos y comprueba que lo entienden. NOTA: Si no tienen ordenadores, pueden hacer el folleto a mano.

Step 1: Think 1 • Habla de los folletos con la clase. ¿Han leído alguno? ¿Han hecho alguno? ¿Qué clase de cosas suelen aparecer en un folleto? • Anímalos a usar diccionarios para comprobar el significado de las palabras del cuadro. • Asegúrate de que entienden que leisure facilities son lugares como centros deportivos, gimnasios, cines, boleras, etc., y que markets son sitios públicos con puestos para vender cosas y que no suelen ser permanentes. • Que lean el folleto y digan la información que falta. • Comprueba las respuestas con toda la clase. • Lee en voz alta el cuadro Digital literacy y comprueba que lo entienden.

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2.38 • Pídeles que lean las preguntas atentamente. • Pon el CD para que escuchen las preguntas y las respondan. • Comprueba las respuestas con todo el grupo.

3 • Lee para toda la clase el cuadro Useful language, ayudándolos con el vocabulario. • En parejas, que lean el fragmento de la conversación y lo completen. • Vuelve a poner el CD para que escuchen las respuestas y las corrijan. • Comprobadlas todos juntos y diles que practiquen el diálogo en grupos.

4 • Explícales que van a planear cómo hacer un folleto en grupos. • Di a los alumnos que lean la lista de pasos necesarios. • Que se pongan en grupos de cuatro para prepararlo. Pide a uno o dos grupos que lo expliquen al resto de la clase.

Step 3: Create 5 • Leed juntos los pasos para que les quede claro lo que tienen que hacer. • Obsérvalos mientras escriben, ayudándolos si lo necesitan. Share information En grupos, los niños comparten la información que incorporarán al folleto, buscan qué se podría mejorar y comprueban que no haya ningún error. Que intenten utilizar un vocabulario rico y variado. Create the leaflet Que cada grupo elabore su folleto ordenando bien la información seleccionada. Luego, que busquen fotos y estructuren todos los elementos. Por último, que lo repasen antes de imprimir la versión definitiva. Show and tell Cada grupo presenta su folleto y lo explica a la clase. Deja tiempo para que los demás alumnos puedan leerlos y hacer comentarios. Si quieres, también puedes proponerles que voten para elegir el mejor.

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Step 4: Evaluate 6 • Reparte fotocopias de los cuadros de evaluación: Teacher’s Resource File, sección ‘Key Competences’, páginas 48-49. • Mirad los cuadros todos juntos. • Lee todas las opciones, resolviendo las dudas que tengan de vocabulario. • Que hagan la autoevaluación; ayúdalos si lo necesitan.

Extra activity En grupos, que preparen un quiz sobre algún folleto. Recoge los cuestionarios y luego haz las preguntas a toda la clase o dale cada uno a un grupo distinto para que las respondan.

2.38 Transcripción, ejercicios 2 y 3 David OK, so our leaflet has got a description of our town, information about places to visit and things for teenagers to do. Let’s put the description on the first page. We can start now. Ana Wait a minute, David. We need to finish planning! Let’s include information about shopping too. Mario Shopping? I don’t agree at all! I think shopping is really boring! Ana Maybe you don’t like shopping, Mario, but I think it’s interesting for visitors. We can put information about the local markets. Silvia I agree with Ana. It’s a great idea. Mario OK, let’s include shopping. What about sport? What’s the word for places like sports centres, gyms and swimming pools? David Look it up in the dictionary! Mario It’s ‘leisure facilities’. OK, let’s have a page on leisure facilities. Silvia Good idea! Now let’s plan who is writing about each thing. Ana Silvia and I can write about shopping and activities for teenagers. David Who wants to write about places to visit? Mario I can write about places to visit. Let’s all find information for the description. Ana OK, let’s write about each thing and then decide on the order. We can …

Step 2: Listen and plan Ejercicio 2 1 b 2 b 3 b 4 a 5 a

2


1 David wants to … the leaflet. a) finish planning b) start writing 2 Mario thinks including information about shopping is … a) a good idea. b) boring. 3 When there is a word they don’t know, they … a) ask the teacher. b) use a dictionary. 4 Silvia wants to decide who is writing … a) each part of the brochure. b) about shopping. 5 … finding information for the description. a) They are all b) Only Mario is

Ejercicio 3 1 has got 2 Wait 3 agree 4 think 5 with 6 for 7 up 8 about

3 Complete the conversation extract with the words in the box. Listen again and check your answers. for think up has got agree with Wait about

David: OK, so our leaflet (1) … a description of our town, information about places to visit and things for teenagers to do. Let’s put the description on the first page. We can start now. Ana: (2) … a minute, David. We need to finish planning! Let’s include information about shopping too. Mario: Shopping? I don’t (3) … at all! I think shopping is really boring! Ana: Maybe you don’t like shopping, Mario, but I (4) … it’s interesting for visitors. We can add information about the local markets. Silvia: I agree (5) … Ana. It’s a great idea. Mario: OK, let’s include shopping. What about sport? What’s the word (6) … places like sports centres, gyms and swimming pools? David: Look it (7) … in the dictionary! Mario: It’s ... ‘leisure facilities’. OK, let’s have a page on leisure facilities. Silvia: Good idea! Now let’s plan who is writing (8) … each thing.

4 Work in groups. Plan your leaflet. Use the Useful language box to help you. • • • •

Decide which things you want to include. Decide who is writing about each thing. Find the words you need. Decide when to meet again to look at each other’s work.

Step 3: Create 5 Follow the steps to create your leaflet. Share information Read or listen to each other’s work. Discuss your work. Check these things: • What can you improve? • Are the sentences clear? • Is the vocabulary interesting? • Can you use a wider variety of words? • Are there any mistakes? Create the leaflet Decide what order the information should go in. Find photos and pictures and organize the layout. Check the grammar, vocabulary, spelling and punctuation. Show and tell Show the rest of the class your leaflet.


Useful language Our leaflet has got a description. What about sport? Who wants to write about sport? Wait a minute! What’s the word for …? Look it up in the dictionary! I think it’s a great idea / really boring. We need to do the research first. Let’s find information about restaurants.

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UNIT

fun and games

Objetivos de la unidad y competencias clave En esta unidad los alumnos aprenderán… • a entender, memorizar y usar correctamente palabras relacionadas con los juegos de ordenador CCL CD • a entender, memorizar y usar correctamente nombres de programas de televisión CCL CSC CEC • a entender y usar correctamente estructuras gramaticales relacionadas con el pasado y hacer paralelismos con su lengua materna CCL CAA • sobre la historia del cómic CCL CEC • sobre la tecnología de la televisión CCL CMCT CEC • sobre los seriales del Reino Unido viendo un vídeo corto CCL CSC CEC

En esta unidad los alumnos aprenderán a... • buscar información específica en una guía de una exposición CCL CD CEC • buscar información sobre videojuegos CCL CD SIE • buscar información específica en un diálogo sobre programas de televisión CCL CSC CEC • hablar sobre sus juegos de ordenador favoritos CCL CD CSC • escribir una reseña de un programa de televisión CCL CSC CEC • leer las preguntas frecuentes (FAQs) de un juego, escuchar una conversación sobre un juego y explicar sus reglas CCL CSC • prepararse para un examen en el que deben representar un papel CCL CAA


Destrezas



• Juegos de ordenador: strategy, puzzle, trivia, etc. • Programas de TV: documentary, cartoon, soap opera, etc.

• Leer una guía de una exposición sobre juegos de ordenador • Leer un texto sobre la historia de los dibujos animados • Leer las instrucciones de un juego de ordenador

Gramática


• El past simple: was / were • El past simple de los verbos regulares en afirmativa

• Escribir un diálogo personalizado • Redactar una reseña de un programa de televisión en tres pasos: planear, escribir, repasar

Lenguaje útil

Comprensión oral

• Explicar las reglas de un juego • Expresiones para hacer sugerencias y responder a ellas en un examen oral

• Escuchar una conversación sobre programas de televisión • Escuchar a gente explicando las reglas de un juego

Pronunciación • was / were • La terminación del past simple

Expresión oral: interacción • Intercambiar información sobre sus videojuegos favoritos • Hacer y responder preguntas sobre cosas que han ocurrido en el pasado con was y were

Expresión oral: producción • Preparar y representar un diálogo sobre las reglas de un juego • Preparar y hacer un ejercicio que consiste en representar un papel durante un examen de speaking


Estrategias de aprendizaje y destrezas del pensamiento • Predecir el tema de un texto a partir de las fotos y el título

Conciencia cultural • Los dibujos animados en EE. UU. • Comparar los dibujos animados de EE. UU. con los de su país



External exam trainer • Speaking: interacción cotidiana

Materiales digitales Pulse Live! Digital Course, que incluye: • Tablas de gramática interactivas • Video modelo de expresión oral: explicar las reglas de un juego • Vídeo con material cultural: los seriales del Reino Unido Página web del alumno

Competencia digital • Web quest: el desarrollo de un juego de ordenador • Worksheet de competencia digital: cronogramas

• Tecnología: buscar información en internet • Tecnología: la televisión • Lengua y literatura: convenciones para escribir una reseña

Materiales de refuerzo

Competencias clave

Materiales de ampliación

Competencia en comunicación lingüística CMCT Competencia en matemáticas, ciencia y tecnología CD Competencia digital CAA Aprender a aprender CSC Competencias sociales y cívicas SIE Sentido de la iniciativa y emprendimiento CEC Conciencia y expresión cultural

• Actividad para fast-finishers: Student’s Book, página 75 • Actividades extra: Teacher’s Book, página T78 • Teacher’s Resource File: ‘Vocabulary and Grammar Extension worksheets’, páginas 29–30

CCL

• Teacher’s Resource File: ‘Basics’, páginas 41–46 • Teacher’s Resource File: ‘Vocabulary and Grammar: Consolidation worksheets’, páginas 27–28


UNIT THINK ABOUT IT What do you do for fun? Think about … games friends TV hobbies sport

Vocabulary and Speaking Computer games 1

3.02 Listen and repeat the words in blue. Do you like computer games? What types do you play?

Platforms

New!

Bestsellers

Coming soon

Other game types education and reference

Computer games:

puzzle, quiz and trivia simulation

add your reviews!

strategy

Click on the pictures to choose a game and add your review.

action and adventure

music and dancing

driving and racing

2 Work in pairs. Write examples of the types of computer games in exercise 1.

action and adventure – Prince of Persia, Sorcery, … LOOK! fun and funny It’s fun = I enjoy it. It’s funny = It makes me laugh. 3 Check the meaning of the adjectives in the box. Then match the opposites.

Ejercicio 3 funny ≠ serious slow ≠ fast exciting ≠ boring

easy

funny slow difficult serious exciting fast boring

role-play

sports and fitness

EXPRESS YOURSELF

4 Complete the sentences. Use adjectives from exercise 3 or your own ideas. 1 My favourite game is … . It’s … . 2 I don’t like playing … games. They’re … . 5 Work in pairs. Compare your choices.

My favourite game is Pro Evolution Soccer. It’s fun! Really? I prefer racing games. They’re more exciting. Do you like playing strategy games? Yes – I think they’re …

easy ≠ dif ficult

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Vocabulary and Speaking Computer games Objetivos de la lección aprender vocabulario relacionado con los • juegos de ordenador aprender unos adjetivos • comparar diferentes opciones •

Warmer Haz una encuesta: escribe en la pizarra How often do you play computer games? y How many hours a week do you play computer games? Diles que, en parejas o grupos pequeños, se hagan las preguntas y las respondan. Luego, escuchad las respuestas todos juntos para ver quién dedica más tiempo a los videojuegos y quién menos.

Think about it Escribe fun en la pizarra y pide a los alumnos que miren las cinco categorías. En parejas, que se expliquen qué hacen para divertirse y luego escuchad las respuestas todos juntos.

1

3.02 • Pon el CD para que los alumnos escuchen las palabras en azul y las repitan. • Destaca la pronunciación de quiz /kwɪz/. • Pregúntales si les gustan los videojuegos, y de qué género. • Escuchad las respuestas todos juntos.

Look! Anímalos a poner ejemplos de cosas divertidas (fun), como ir a fiestas, bailar en la discoteca y quedar con amigos, y cosas graciosas (funny), como chistes, series y películas cómicas.

3 • Comprueba que entienden el significado de los adjetivos pidiéndoles que los traduzcan a su lengua. • Individualmente, que relacionen cada adjetivo con su antónimo. • En parejas, que comparen las respuestas. • Comprobadlas todos juntos.

Finished? Pide a los que acaben antes que escriban más ejemplos (p. ej. good ≠ bad, big ≠ small). EXPRESS YOURSELF

4 • Individualmente, que completen las oraciones con los adjetivos del ejercicio 3 y los juegos / géneros del ejercicio 2, o sus propias ideas. • Ponles más ejemplos de adjetivos para describir videojuegos si es necesario (p. ej. scary, amazing, terrible).

5 • Escoge a dos alumnos para que lean el diálogo de ejemplo para toda la clase. • En parejas, que comparen las respuestas del ejercicio 4 o sus propias opiniones sobre el tema de los videojuegos. • Que algunas parejas lo expliquen a la clase.

Language note Recuérdales que en las palabras compuestas normalmente el acento recae sobre la primera, p. ej. role-play.


2 • Haz las primeras oraciones a modo de ejemplo (Prince of Persia, Sorcery) y anímalos a decir uno o dos juegos más. • Individualmente, que escriban los títulos de los videojuegos de las demás categorías. • Que comparen estos títulos en parejas. • Escuchadlos todos juntos y luego cópialos en la pizarra. Esto les servirá para preparar el ejercicio 4.

T 74

Reading Text type: An exhibition guide Objetivos de la lección leer la guía de una exposición • decir qué juegos de ordenador estaban de • moda hace años y los que son populares en la actualidad

Enlace web recomendado

3 • Primero, que lean todas las preguntas y posibles respuestas con atención y asegúrate de que las entienden. • Que busquen las respuestas en la guía de la exposición • En parejas, que las comparen. • Corregidlas todos juntos.

4 • En parejas, que se hagan las preguntas y las respondan. • Escuchad las respuestas todos juntos.

www.computerhistory.org

Finished? Warmer Escribe en la pizarra computer y diles que tienen dos minutos para anotar en parejas todas las palabras relacionadas con la informática que puedan. Escucha las respuestas y copia en la pizarra las correctas, p. ej. home computer, laptop, computer game, computer program, printer, mouse, etc.

1

3.03 • Que miren las palabras del cuadro. • Diles que lean la guía de la exposición e intenten responder las preguntas 1–4. • Pon el CD para que escuchen el texto, lo lean en sus libros y las comprueben. • Corregidlas todos juntos.

Word check Comprueba que entienden todas las palabras nuevas.

Culture note Diles que se fijen en el cuadro Did you know? William Higinbotham era un físico de los EE. UU. que inventó el Tennis for Two, precursor del Pong, un videojuego de tenis de mesa en dos dimensiones creado por Atari en 1972.

2 • Lee en voz alta la palabra y la definición de ejemplo. • Diles que lean las cuatro definiciones. • Individualmente, que busquen las palabras. • Que las comparen en parejas. • Comprobadlas todos juntos.

T 75

Pide a los que acaben primero que hagan una lista de ventajas e inconvenientes de los videojuegos. Obsérvalos mientras escriben y ayúdalos si es necesario.

Web quest Los niños buscan información sobre la historia de un videojuego y su desarrollo. Haz que se fijen en el Web quest tip.

1 • En parejas, que escojan el videojuego que quieren investigar. 2 • Pídeles que se conecten a un navegador de internet, como Internet Explorer. Luego, que vayan a un buscador (p. ej. Google) y tecleen el título del videojuego. • Que busquen todo lo que puedan sobre la historia y el desarrollo del juego: quién lo diseñó, cuándo, etc. 3 • Que las parejas compartan la información con el resto de la clase.

UNIT

Reading

An exhibition guide Ejercicio 1 1 Tetris 2 Sega Rally 3 Tomb Raider 4 Wii Sports

Welcome to the exhibition. Enjoy playing the games!

1

3.03 What do you know about the history

of computer games? Complete the guide with the words in the box. Then listen and check. Tetris® Wii Sports ™

Sega® Rally Tomb RaiderTM

2 Find words in the exhibition guide that mean … Ejercicio 2 1 graphics 2 sound effects 3 smartphone 4 decade

Ejercicio 3 1 b 2 a 3 a 4 b

games hardware console 1 2 3 4

the images on the screen the noises and music in a game a modern mobile telephone a period of ten years

3 Read the guide again and choose the correct answers. 1 Were there home computers in the 1970s? a) Yes, there were. b) No, there weren’t. 2 Was Tetris® popular in the 1980s? a) Yes, it was. b) No, it wasn’t. 3 Were racing and adventure games popular in the 1990s? a) Yes, they were. b) No, they weren’t. 4 Were there karaoke games in 1980? a) Yes, there were. b) No, there weren’t. 4 Work in pairs. Ask and answer the questions. 1 Which computer games were popular when you were younger? 2 Which games are popular now? Why?

FINISHED? In your opinion, what are the advantages and disadvantages of computer games? Write a list. + They’re fun! - You stay indoors.

1970s In the 1970s there weren’t any home computers.

People played arcade games like Pong. When Atari® invented the first home console, people loved it! It was big, the graphics were basic and the sound effects weren’t realistic, but the games Space InvadersTM and PacManTM were very popular.

1980s

In the 1980s, games were more expensive than today. Nintendo® invented the first mini-console, and its Mario games were best-sellers. Fantasy and role-play games and the puzzle game (1) … were all popular too. During the 1990s there were important technological developments, such as 3D animation and better sound effects. With consoles like Sony PlayStation®, games were more realistic. Racing games like (2) … and adventure games like (3) … were popular.

2000

After 2000, computer games were more sociable. They were fun for all the family: there were karaoke games, dance mats and even memory games. In 2006, Nintendo invented (4) … .

2010 In the past, people usually played computer games

at home because there weren’t any smartphones or tablet computers. Today we can play computer games anywhere. Games are developing all the time – what will they be like in the next decade?

Word check arcade game graphics sound effect development dance mat

DID YOU KNOW? William Higinbotham created the first video game in 1958. It was called Tennis for Two.

WEB QUEST Go online. Research the history and development of a computer game. 1 Decision-making: in pairs, choose a game. 2 Collaboration: work together to find out about the history and development of the game. 3 Share your knowledge with the rest of the class. Interactive Grammar Table: Workbook page xx

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Don’t get distracted when you use the internet. Remember the aims of your research! 75

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Grammar Ejercicio 1 1 were 2 wasn’t 3 Was 4 weren’t

was / were

there was / there were

1 Copy and complete the tables with was, were, wasn’t or weren’t.

5 Look at the tables and translate sentences a) and b). Are the singular and plural forms the same or different in your language?

affirmative and negative

I was / wasn’t happy. You (1) … / weren’t happy. He / She / It was / (2) … popular. We / You / They were / weren’t popular.

Ejercicio 2


1 The Pokémon Yes, I was. Was I happy? game wasn’t No, I wasn’t. Spanish. It Yes, you were. was Japanese. Were you happy? No, you weren’t. 2 In 1980, home consoles (3) … he / she / Yes, he / she / it was. weren’t cheap. it popular? No, he / she / it wasn’t. They were Were we / you / Yes, we / you / they were. expensive. they popular? No, we / you / they (4) … . 3 The Tetris game wasn’t American. It 2 Write affirmative and negative sentences. was Russian. Use was / wasn’t or were / weren’t. 4 The Atari graphics Pokémon characters (people / creatures) weren’t The Pokémon characters weren’t people. sophisticated. They were creatures. They were basic. 1 The Pokémon® game (Spanish / Japanese) 5 Sega Rally 2 In 1980, home consoles (cheap / expensive) wasn’t a quiz 3 The Tetris® game (American / Russian) game. It was a racing game. 4 The Atari® graphics (sophisticated / basic)

5 Sega® Rally (quiz game / racing game) EXPRESS YOURSELF Ejercicio 3

3 Complete the questions with was or were.

1 were 2 was 3 was 4 were 5 were

1 2 3 4 5

Where … you born? Who … your first teacher? When … your last birthday? What … your favourite subjects last year? Where … you at 8 o’clock this morning?

4 Work in pairs. Ask and answer the questions in exercise 3. ANALYSE How many different ways are there to say was and were in your language?

affirmative and negative

a) There was a TV in my grandad’s house, but there wasn’t a computer. b) There were game consoles in the 1980s, but there weren’t smartphones. questions and short answers

Was there a computer at your grandad’s school? Were there tablet computers in the 1990s?

Yes, there was. No, there wasn’t. Yes, there were. No, there weren’t.

6 Complete the text with there was / there were or there wasn’t / there weren’t.

Victorian toys and games Last weekend I was at the Museum of Childhood in London. (1) There was an exhibition about Victorian toys and games. In 1900 (2) … any computer games, but (3) … games like chess and cards. (4) … any plastic toys, but there were wooden trains and porcelain dolls. (5) … a garden in many Victorian houses, so children often played in the street. And (6) … much space in the house, because (7) … a lot of children in each family – sometimes 10 or 12!

7 Copy and complete the questions with Was there or Were there. Then write short answers. Use the information in exercise 6.

Was there an exhibition about Victorian toys and games? Yes, there was. 1 2 3 4 5

… computer games in 1900? … games like chess and cards? … a garden in all Victorian houses? … much space in the house? … a lot of children in each family?

3.04 Pronunciation lab: was and were, page 125 76

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Ejercicio 6 2 there weren’t 3 there were 4 There weren’t 5 There wasn’t 6 there wasn’t 7 there were

Ejercicio 7 1 Were there; No, there weren’t. 2 Were there; Yes, there were. 3 Was there; No, there wasn’t. 4 Was there; No, there wasn’t. 5 Were there; Yes, there were.

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Grammar was / were

there was / there were

Objetivos de la lección aprender el verbo be en past simple y • utilizarlo aprender there was / there were y usarlo •

Warmer Repasad el verbo be en present simple. Pinta en la pizarra una tabla con dos columnas vacías (affirmative y negative) y los pronombres sujeto I, we/you/they y he/she/it. Anímalos a decir las formas contraídas y plenas para cada pronombre y a completar la tabla. affirmative I ’m / am we / you / they ’re / are ’s / is he / she / it

negative ’m not / am not aren’t / are not isn’t / is not

1 • Diles que en este ejercicio tienen que aprender el verbo be en past simple. • Que copien las tablas en sus cuadernos y completen los espacios 1-4 con was, were, wasn’t or weren’t. • Comprobad las respuestas todos juntos.

2 • Lee las oraciones de ejemplo en voz alta para toda la clase. • Que hagan el ejercicio individualmente. • En parejas, que comparen sus respuestas. • Comprobadlas juntos y haz que se fijen en la acentuación de sophisticated /səˈfɪstɪkeɪtɪd/. EXPRESS YOURSELF

3 • Los alumnos completan las oraciones individualmente con was o were. • En parejas, que comparen las respuestas. • Corregidlas todos juntos y destaca que decimos Where / When were you born? y respondemos I was born in ...

5 • Que lean las tablas y traduzcan las oraciones a-b a su lengua. • Comprueba las respuestas con toda la clase. • Destaca la diferencia entre there was / there were en inglés respecto a su idioma. • Recuérdales que en inglés hay dos maneras de decir “había”, y que there was se emplea en singular, mientras que there were se usa en plural. • Que copien las tablas en sus cuadernos.

6 • Primero, que lean el texto con atención. • Que rellenen los espacios con there was / there were or there wasn’t / there weren’t. • En parejas, que comparen las oraciones. • Compruébalas con todo el grupo.

Culture note En 1974, el Museo Victoria and Albert de la Infancia de Londres se convirtió en un museo especializado en los niños. Se encuentra en un edificio que acoge exposiciones desde 1872. Este centro muestra artefactos relacionados con la infancia (juguetes, p. ej.) desde el siglo XVII hasta la actualidad. Más de 400.000 personas lo visitan cada año.

7 • Lee en voz alta la pregunta y la respuesta breve de ejemplo para toda la clase. • Haced la primera pregunta y la respuesta breve juntos a modo de ejemplo. • Individualmente, que escriban las demás preguntas y respuestas breves. • En parejas, que las comparen. • Corregid el ejercicio todos juntos. Pronunciation lab: was and were, página 125

4 • Individualmente, que escriban las respuestas a las preguntas del ejercicio 3. • En parejas, que se hagan las preguntas y las respondan. • Escuchad algunas respuestas todos juntos.


Analyse Pídeles que busquen distintas maneras de decir was o were en su lengua. T 76

Vocabulary and Listening TV programmes Objetivos de la lección

Extra activity

• aprender algunas palabras relacionadas con los programas de televisión • escuchar información específica

Copia en la pizarra el principio de las dos primeras intervenciones de la transcripción. Luego, díctales las primeras seis intervenciones del diálogo para que las escriban en sus cuadernos. En parejas, que se turnen haciendo de Hazel y James. Vuelve a poner el CD para que los niños repitan el diálogo y que luego hagan otra vez el ejercicio pero con los papeles cambiados.

Warmer Escribe en la pizarra estas dos preguntas: How often do you watch television? What is your favourite programme? En parejas, que se hagan las preguntas y las respondan. Escuchad las respuestas todos juntos.

1

3.05 • Pon el CD para que los alumnos escuchen las palabras y las repitan. • Que digan a qué programas corresponden las fotos de la guía de televisión.

2 • Diles que busquen un ejemplo de cada clase de programa. • En parejas, que comparen las respuestas. • Compruébalas con toda la clase.

3 • Haz las dos primeras oraciones a modo de ejemplo, p. ej. I often watch documentaries. Last night I watched a film. • Diles que usen las palabras del ejercicio 1 para escribir oraciones que sean verdaderas para ellos. • En parejas, que comparen las respuestas. • Escuchad las respuestas todos juntos.

4

3.06 • Que vuelvan a consultar la guía y lean con atención las dos oraciones incompletas. • Di a los alumnos que cuando escuchen tienen que fijarse en el tipo de programa, el canal y el horario de emisión. • Pon el CD para que completen las oraciones. • Que las comparen en parejas. • Comprueba las respuestas con toda la clase.

5 • Primero, que lean las oraciones y las posibles respuestas con atención. • Vuelve a poner el CD para que escojan las opciones correctas. • En parejas, que las comparen. • Corregidlas todos juntos.

T 77

3.06 Transcripción, ejercicio 4 y 5 Hazel Hey James, how’s it going? James Everything’s fine, thanks. How are you? Hazel Great thanks! I’m just waiting for the bus ... James Yeah, me too. Are you going home? Hazel No, I’m going to my friend’s house. James Ah, right. I’m going home. It’s my sister’s birthday so we’re having a special meal. Hazel Yeah? Hey – did you watch Life in the Wild yesterday? James Life in the Wild? No, I didn’t. What time was it on? Hazel About 5 o’clock, I think. On Channel 1. James No ... What was it about? Hazel It was a documentary about penguins in the Antarctic. James Penguins? Was it any good? Hazel Yeah, it was fantastic! Really interesting. It was about an expedition to study the penguins there. There were hundreds of penguins! It was so cold, but there were all these little baby penguins – they were so cute! James That sounds nice. Well, I watched a film called New Dawn. Hazel New Dawn? What was that like? James It was terrible! The story was rubbish! It was really long and there were so many adverts ... Hazel Were there any famous actors in it? James No, I don’t think so. I can’t remember their names ... Hazel Was it exciting? James No, it wasn’t – not at all! And the special effects were terrible! Hazel Oh dear. Anyway – here’s my bus. See you tomorrow! James Yeah. See you later. Hazel Say Happy birthday to your sister from me! James Will do. Bye!

UNIT

Vocabulary and Listening TV programmes 1 Ejercicio 1 documentary comedy chat show game show sports programme reality show

Ejercicio 2 1 The Talk Show 2 Neighbours 3 New Dawn 4 Olympic Dreams 5 Law and order 6 Crazy Kids!

3.05 Listen and repeat the words in the box. Which TV programmes can you see in the pictures?

reality show chat show soap opera the news weather forecast game show sports programme comedy cartoon documentary film drama advert music programme 2 Read the TV guide. Find one example of each of these programmes. 1 2 3 4 5 6

1 2 3 4 5 4

a 1 a documentary 21 35 b 1 a film 22 38

Ejercicio 5 1 bus stop 2 to her friend’s house 3 sister’s 4 fantastic 5 terrible

Channel 1

4.00 Crazy Kids! All our favourite cartoon characters. 5.00 Life in the Wild Documentary about penguins in the Antarctic.

Channel 2 4.00 Neighbours Sophie gets good news in today’s episode of the Australian soap opera. 5.00 Who Wants To Be A Millionaire? More difficult questions for the game show contestants.

a reality show I’m a Celebrity ... a music programme a soap opera a film a sports programme a drama a cartoon

3 Complete the sentences with true information. Use words from exercise 1.

Ejercicio 4

TV Guide

5.45 The Big Bang Theory Double comedy – two episodes.

I often watch ... . Last night I watched ... . I don’t like watching ... . My parents like ... . ... is on at 9 o’clock in the evening.

3.06 Look at the TV guide. Then listen to the informal conversation and complete sentences a) and b).

a) Hazel watched (1) … on Channel (2) … at (3) … o’clock. b) James watched (1) … on Channel (2) … at (3) … o’clock. 5 Listen again and choose the correct answers. 1 Hazel and James are chatting at the bus stop / train station. 2 Hazel is going home / to her friend’s house. 3 It’s James’ sister’s / mum’s birthday today. 4 The programme that Hazel watched was boring / fantastic. 5 The programme that James watched was terrible / scary.

6.55 Weather Forecast 7.00 Olympic Stars The sports programme that follows Britain’s top athletes.

7.15 Top of the Charts The Friday night music programme. 8.00 Law and Order Another exciting episode of this famous crime drama. 9.00 The Talk Show Chat show guests include rap star Def Jim.


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6.00 The News at 6 National and regional news.

8.00 New Dawn Film directed by Bart Samson. Amy Lee stars in this exciting drama. 10.30 I’m a Celebrity … The reality show where celebrities have to eat insects!

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Cultural awareness

Animated TV 1

Ejercicio 1

Fact box

3.07 Look at the title and the pictures. What do you think

the article is about? Then read, listen and check.

cartoons

The American Walt Disney is sometimes called ‘the father of animation’. He was born in Chicago in 1901.

Are Mickey Mouse and Bart Simpson more famous than the president of the USA? Probably! Cartoons are an essential part of American culture. Millions of children watch them on 24-hour cartoon channels, and people love The Simpsons™ all over the world. What’s the origin of animated cartoons? Well, they started long before television. Felix the Cat arrived on the big screen during the 1920s, at the time of silent films. A few years later, in 1928, Walt Disney created Mickey Mouse. When television arrived in the USA in the 1940s, people loved it. Lots of different programmes appeared – there were cooking shows, chat shows and game shows. Then, in the 1950s, the big animation studio Hanna-Barbera started to produce new cartoons especially for television. Yogi Bear, The Flintstones and Scooby-Doo were all popular, particularly when colour TV arrived in the 1960s.

Ejercicio 2

Technology is changing all the time and animation is now becoming more sophisticated. But Americans still love cartoons. Time magazine voted The Simpsons ‘best TV series of the 20th century’. The Simpsons even have a star on the Hollywood Walk of Fame … not far from Mickey Mouse!

started arrived created loved appeared voted

Ejercicio 3 1 Felix the Cat was popular in the 1920s. 2 Walt Disney created Mickey Mouse in 1928. 3 Television arrived in the USA in the 1940s. 4 HannaBarbera was an animation studio. 5 Colour TV arrived in the USA in the 1960s.

Word check the big screen silent film animation studio

2 Check the meaning of the verbs in the box. Then find the past forms in the article. start arrive create love appear vote 3 Read the article again. Find and correct one mistake in each sentence. 1 2 3 4 5

Felix the Cat was popular in the 1960s. ✘ Walt Disney created The Simpsons in 1928. ✘ Television arrived in the USA in the 1920s. ✘ Hanna-Barbera was a TV programme. ✘ Colour TV arrived in the USA in the 1980s. ✘

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CULTURAL

COMPARISON

4 Answer the questions. In your country ... 1 do they make animated films or cartoons? 2 are American cartoons popular? 3 what other American TV programmes do people watch? 4 who is the most famous cartoon character?

Interactive Culture video: Grammar SoapTable: operas Workbook in the UKpage xx

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Cultural awareness Animated TV Objetivos de la lección leer un artículo sobre dibujos animados • buscar información específica en un texto • hablar sobre las películas de animación o • los dibujos animados y otros programas de televisión de los EE. UU.

Warmer Escribe en la pizarra cartoon y haz que se fijen en el cuadro Fact box. En parejas, que anoten todos los personajes que sepan de Walt Disney y otros dibujos animados. Escuchad las respuestas juntos.

1

3.07 • Primero, que lean la pregunta. • Que lean el título, se fijen en los dibujos y digan cuál creen que es el tema del artículo. • Pon el CD para que escuchen el texto y lo lean en sus libros. • Comprobad la respuesta todos juntos.

CULTURAL

COMPARISON

4 • Que respondan las preguntas individualmente. • En parejas, que comparen las respuestas. • Escuchad las respuestas todos juntos.

Culture note Hoy en día, los dibujos animados se generan con tecnología digital, pero antes de la época de la informática moderna se tenía que hacer cada fotograma a mano. Es decir, que para producir un capítulo de 10 minutos de Tom y Jerry se tenían que dibujar miles de viñetas.

Extra activity En grupos, que hagan un quiz sobre un personaje. Luego, recoge los cuestionarios y haz las preguntas a toda la clase o repártelas para que las respondan en grupos.

Culture video: Soap operas in the UK

Word check Comprueba que entienden Silent film (película muda) y animation studio (lugar donde se realizan los dibujos animados) y pídeles que las traduzcan.

2 • Los alumnos traducen los verbos a su lengua. • Que lean el artículo y busquen estos verbos en pasado. • Comprueba las respuestas con toda la clase. • Señala que para formar el pasado añadimos -ed al infinitivo. Los verbos que acaban en -e (p. ej. love) solo añaden -d.

3 • Explícales el ejercicio: hay un error en cada oración, y los alumnos tienen que encontrarlos y corregirlos. • Que lean el artículo y corrijan las oraciones. • Luego, que las comparen en parejas o grupos pequeños. • Corregidlas todos juntos.

T 78

Grammar Past simple affirmative: regular verbs

• Compruébalas con toda la clase y asegúrate de que usan correctamente el past simple y las expresiones para referirse al pasado.

Objetivos de la lección

Look!

aprender el past simple de los verbos • regulares en afirmativa y usarlo utilizar expresiones para hablar del pasado •

Haz que lean las expresiones de pasado y explícales que decimos last night en lugar de yesterday evening. Señala que last también puede ir delante de los días y los meses, p. ej.: last Tuesday, last September. Destaca que todas estas expresiones se usan con el past simple.

Enlace web recomendado www.tvhistory.tv

Warmer Escribe en la pizarra la primera y la última letra de algunos verbos en pasado y afirmativa de la lección anterior, y pinta unas rayas para todas las demás letras, p. ej. a _ _ _ _ _ d (arrived), s _ _ _ _ _ d (started), v _ _ _ d (voted). Luego diles que se pongan en parejas y que las completen. Esto les servirá para preparar el próximo ejercicio.

1 • Di a los alumnos que lean las preguntas a–b. • Luego, diles que lean la tabla y las respondan. • Comprobad las respuestas todos juntos. • Destaca que la terminación de estos verbos es igual para todas las personas.

2 • Que lean las normas ortográficas para formar el past simple en afirmativa de la página 83. • Diles que escriban los verbos en past simple y afirmativa, consultando las normas si lo necesitan. • Que comparen las respuestas en parejas. • Corregid los verbos todos juntos.

3 • Diles que miren la foto y pregúntales si conocen a los personajes. • Que lean el texto y completen las oraciones con el past simple de los verbos entre paréntesis. • En parejas, que comparen las respuestas. • Compruébalas con todo el grupo.

CLIL

5

6

Grammar in context: Technology

• Primero, que lean detenidamente todo el texto. • Individualmente, que escojan la palabra o palabras correctas entre las tres posibilidades. • Que comparen las respuestas en parejas.

3.08 • Pon el CD. • Que corrijan las respuestas del ejercicio 5.

Culture note El ingeniero escocés John Logie Baird (1888–1946) inventó el primer sistema de televisión pública que funcionó en el mundo. También inventó el primer tubo de televisión en color y, además, se le atribuye la invención de un dispositivo de grabación de vídeo.

CLIL task Que hagan una lista de palabras relacionadas con la tecnología de las pantallas planas. Anímalos a buscar más ejemplos en internet y que comparen el vocabulario antes de empezar la próxima lección.

EXPRESS YOURSELF

4 • Lee la oración de ejemplo en voz alta. • Haced la primera oración todos juntos a modo de ejemplo: I arrived at school at 8 o’clock this morning. • Individualmente, que escriban oraciones en pasado que sean verdaderas para ellos. T 79

Pronunciation lab: Past simple endings, página 125 Digital course: Interactive grammar table Study guide: pág. 83

UNIT

Grammar

Past simple affirmative: regular verbs Ejercicio 1 1 -ed (verbs ending in -e just add -d) 2 no

1 Read the table. Then answer questions a) and b). regular verbs

Animated cartoons started before television. Television arrived in the USA in the 1940s. They watched cartoons last night. a) What is the past simple ending for regular verbs? b) Does the verb form change for different subject pronouns?

Ejercicio 2 played studied watched arrived stopped tidied helped started

2 Read the spelling rules on page 83. Then write the past simple affirmative form of the verbs in the box. play study watch arrive stop tidy help start 3 Copy and complete the text with the past simple form of the verbs in brackets.

Ejercicio 3 1 appeared 2 studied 3 helped 4 created 5 watched

The UK’s most famous animated characters are probably Wallace and Gromit. Recently, they (1) … (appear) in the science programme World of Invention. In this programme, Wallace (2) … (study) a lot of different inventions and Gromit (3) … (help) him. The animator Nick Park (4) … (create) Wallace and Gromit in 1989 and millions of people (5) … (watch) their first film, A Grand Day Out.

CLIL

Grammar in context: Technology Ejercicio 5

5 Read the text and choose the correct answers.

1 it was 2 there 3.08 Listen and check. 6 weren’t 3 started 4 wasn’t 5 arrived When the Scottish engineer John Logie 6 were Baird invented the first television in 7 They were 1925, (1) it was / there was / it were 8 was

TV technology

very different from today’s technology. Of course, (2) there wasn’t / there weren’t / they weren’t any flat-screen televisions then! Technology developed and televisions (3) starts / starting / started to use technology called CRT*. These early televisions were much heavier than modern screens and the picture quality (4) wasn’t / weren’t / there wasn’t as good. LCD* technology (5) arrive / arrived / arriving in the late 20th century. The new flat-screen televisions (6) was / they were / were much thinner. (7) They were / Were / There were also better for the environment because they used less energy. Flat-screen technology (8) was / were / there was also important for the development of computers and mobile phones.

EXPRESS YOURSELF

4 Write true sentences for you. Use past time expressions.

I watched T V last night.

(watch) TV

1 (arrive) at school 2 (study) maths

3 (play) a computer game 4 (listen) to music

LOOK! past time expressions yesterday last week / month / year last night at … o’clock this morning 3.09–3.10

*CRT: cathode ray tube *LCD: liquid crystal display

CLIL TASK Find examples of flat-screen technology at your school, at home and in public places. Write a list.

Pronunciation lab: Past simple endings, page 125

Digital course: Interactive Interactive grammar Grammar table Table: Workbook page xx Study Guide: page 83

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integrated skills

integrated s

Playing games I like playing Topple the Tower and Sevens. What are your favourite games?

FAQs What is Topple the Tower? Topple the Tower is a strategy game. Where can you play it? You can play it on a smartphone or on Facebook. Who are the characters? There are kings and knights. The kings with crowns are stronger than normal kings. Some knights have got special powers. How do you play Topple the Tower? First you must use the cannon to shoot the knights through the air. Then you must avoid the kings and find the tower. Don’t forget to use the knights’ special powers! How do you win? To win, you must destroy the tower.

Step 1: Read SKILLS BUILDER Reading: Using context to help understanding Before you read a text, look at the pictures and the titles to help you understand the context.

Ejercicio 2 1 No, it isn’t. It’s a strategy game. 2 On a smartphone or on Facebook. 3 They are stronger than normal kings. 4 The tower. 5 You must destroy the tower.

1 Read the information about Topple the Tower. Then check the meaning of the words in the box. tower cannon kings knights crown 2 Read the information again and answer the questions. 1 Is Topple the Tower a trivia game? 2 Where can you play Topple the Tower? 3 What’s the special characteristic of the kings with crowns? 4 What must you find? 5 How do you win the game?

Step 2: Listen 3

3.11 Listen to a radio programme. Which three subjects do they talk about?

a) The history and origin of the game. b) The names of the designers. c) The different versions of the game. d) The price of the game.

Ejercicio 3 a c d

4 Listen again and choose the correct answers. 1 Topple the Tower was released in … a) 2007. b) 2010. c) 2013. 2 Designers from … created the game. a) the UK b) the USA c) France 3 Topple the Tower appeared on Facebook in … a) 2010. b) 2011. c) 2012. 4 The first special version of the game was for… a) Easter. b) Halloween. c) Christmas. 5 Topple the Tower costs … a) 69p. b) 89p. c) 99p.

Ejercicio 4 1 b 2 a 3 b 4 c 5 c

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Integrated skills Playing games Objetivos de la lección practicar las cuatro destrezas • leer las preguntas frecuentes (FAQs) de un • juego de ordenador escuchar a una persona explicando las • reglas de un juego escribir un diálogo personalizado • representar el diálogo •

Warmer Escribe en la pizarra game y pregúntales los juegos que conocen (que no sean videojuegos). Anímalos a responder, p. ej. dominoes, chess, cards, etc. Averigua quién sabe jugar a estos juegos.

Step 1: Read Skills builder Reading: Using context to help understanding Antes de empezar a leer, diles que es importante que se fijen en los títulos y las fotos para captar bien el contexto.

1 • Pídeles que lean lo que dice Hazel y anímalos a responder en voz alta la pregunta What are your favourite games? • Diles que lean las instrucciones del juego Derrumbar la torre (Topple the tower). • En parejas, que comprueben el significado de las palabras del cuadro y luego las busquen dentro del texto. • Comprueba que entienden las palabras pidiéndoles que las traduzcan a su lengua. Explícales que pueden encontrarlas todas en las fotos del videojuego.

Step 2: Listen 3

3.11 • Asegúrate de que entienden lo que les pides. • Que lean las preguntas tipo test del ejercicio 4 e intenten averiguar los tres temas tratados en el diálogo sobre el videojuego. • Pon el CD para comprobar las respuestas. • Corregidlas todos juntos.

4

3.11 • Pide a los alumnos que lean las oraciones y las tres posibles respuestas. • Pon el CD otra vez para que escojan las respuestas correctas. • Que las comparen en parejas. • Compruébalas con toda la clase.

3.11 Transcripción, ejercicios 3 y 4 So, are you a fan of Topple the Tower? Which knight is your favourite? I love the red ones with their green shields! Seriously though, millions of people around the world are playing the game! It’s an app phenomenon! But how much do you know about the origins of the game? Well, Topple the Tower was released in 2010. In a small studio in London, two game designers created the first knights (the heroes) and their enemies, the fat kings in their towers. A year later, in 2011, the game appeared on Facebook. Soon there were different versions of the game: first they produced Topple the Tower for Christmas by replacing the kings with Santa Clauses. Then they created a Halloween version and even one for Valentine’s Day! What’s the secret of this game’s success? Well, it’s funny, it’s addictive ... and it only costs 99p! What’s not to like?! And now for ...

2 • Primero, que lean las preguntas con atención. • Que vuelvan a leer las instrucciones y respondan las preguntas. • Comprobad las respuestas todos juntos.

T 80

Integrated skills - continued Explaining the rules of a game 5

3.12 • Pídeles que lean las preguntas. • Pon el CD para que escuchen el texto y lo lean en sus libros, y luego que respondan las preguntas. • En parejas, que comparen las respuestas. • Comprobadlas todos juntos.

6

3.12 • Vuelve a poner el CD, parando después de cada intervención para que los alumnos la repitan juntos. • Haz que se fijen en la acentuación de las preguntas p. ej., Are you ready to play Sevens? Can you explain the rules? • Pídeles que repitan las preguntas y las respuestas unas cuantas veces, tanto en grupo como individualmente, con la acentuación y la entonación correctas. • En parejas, que practiquen el diálogo y que luego se intercambien los papeles.

Step 3: Write 7 • Que lean la información de la página 80. • Luego, que copien las reglas para jugar a Topple the tower y las completen. • Corregidlas todos juntos.

8 • Individualmente, los niños escriben sus propios diálogos basándose en el modelo del libro y en las expresiones esenciales para explicar las reglas de un juego del Communication kit. • Obsérvalos mientras escriben y ayúdalos si lo necesitan.

Step 4: Communicate 9 • Que practiquen sus diálogos en parejas. • Que se intercambien los papeles en ambos diálogos para practicar un poco más.

10 • Pide a algunas parejas que lo representen para toda la clase. Integrated skills: Workbook, pág. 117

T 81

UNIT

egrated skills integrated skills EXPLAINING THE RULES OF A GAME

Are you ready to play Sevens? Well, first you must put down a card the same colour or number as this. Then you must take another card from the pile. To win, you must put down all your cards first. Yes! Oh, and don’t forget to shout ‘last card’ when you’ve only got one card left! Good luck! Ejercicio 5 1 No, he doesn’t. 2 You must put down all your cards first. 3 When you’ve only got one card left.

5

3.12 Read and listen to the dialogue. Answer the questions.

1 Does James know the rules of Sevens? 2 How do you win the game? 3 When must you shout ‘last card’? 6 Listen again and repeat. Practise your intonation.

No – wait a minute! Can you explain the rules? OK. Then what? I see. And how do you win? Is that it? All right. I think I’m ready now! Thanks!


Are you ready to play? No – wait a minute! Can you explain the rules? 10 Act your dialogue for the class.

Step 3: Write Ejercicio 7 1 First you must use the cannon to shoot the knights through the air. 2 Then you must avoid the kings and find the tower. 3 To win, you must destroy the tower. 4 Don’t forget to use the knights’ special powers!

7 Look at the information on page 80. Then copy and complete the rules for Topple the Tower.

COMMUNICATION KIT Explaining the rules of a game

Topple the Tower: the rules First you must (1) … . Then you must (2) … . To win, you must (3) … . Don’t forget to (4) …!

8 Imagine you’re explaining the rules of Topple the Tower to a friend. Prepare a new dialogue. Write both parts. Use your notes from exercise 7 and the dialogue in exercise 5 to help you.

Are you ready to play … ? No – wait a minute! / Yes, I’m ready now. Can you explain the rules? First you must … . Then you must … . Don’t forget to … . How do you win? To win, you must … . Good luck!

Are you ready to play? No – wait a minute! Can you explain the rules? Integrated skills: Workbook page 117

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Writing A review 1

Ejercicio 1 1 comedy 2 science 3 funny

3.13 Read the review and choose the correct answers for 1–3. Then listen and check.

LAST NIGHT I WATCHED … Last night I watched The Big Bang Theory. It’s an American (1) comedy / sports programme. It was on at 8 o’clock. I enjoyed the programme because it was very entertaining. It was also interesting because it’s about (2) history / science. The main characters, Sheldon and Leonard, are physicists.

The Big Bang Theory was very (3) funny / boring last night. There was a good story about Sheldon and his neighbour, Penny. There were also some great jokes. Last night I also watched the soap opera Hollyoaks, but it wasn’t as good as The Big Bang Theory. By Sam, 14

2 Read the Writing focus. How do you say also in your language?

WRITING FOCUS

Ejercicio 3

also We use also to add information. It was also interesting. be + also also + other verbs I also watched a soap opera.

There were also some great jokes. Also is after the verb.

3 Read the review again. Find another example of also. Is it before or after the verb?

Ejercicio 4 1 I also did my homework. 2 There was also some great music. 3 My mum also watched it. 4 They were also stupid! 5 We also watched the news.

4 Add also to each of the second sentences. It was boring. It was also very long. 1 I watched Glee. I did my homework. 2 There were some funny parts. There was some great music. 3 I watched Friends. My mum watched it. 4 The characters were rich. They were stupid! 5 We watched a film. We watched the news.

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Writing task Write a review of a TV programme you watched recently. Plan Choose a programme to review.

Complete the notes about the programme.

Last night / weekend I watched … . It’s a … . It was on Channel … at … o’clock. I enjoyed this programme because it was … . It was also … . There was … . There were also … . Write Write your review. Use your notes and the text in exercise 1 to help you. Check Check your writing.

✔ ✔ ✔ ✔

use also correctly was / were and there was / there were past simple verbs vocabulary for TV programmes


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Writing A review Objetivos de la lección aprender a utilizar also para añadir • información complementaria escribir la reseña de una serie de televisión •

Warmer Anímalos a decir diferentes tipos de programas de televisión y escríbelos en la pizarra (p. ej. cartoon, soap opera, news, sports programme). En parejas, que los clasifiquen por orden de preferencia (de más a menos) y escuchad las respuestas juntos.

Writing task El objetivo de este ejercicio es que escriban de forma guiada un texto para practicar el uso correcto de also y aprendan a redactar una reseña de una serie de TV. También sirve para que practiquen el uso correcto de was / were, there was / there were, el past simple y vocabulario relacionado con la televisión. Diles que sigan los pasos del Student’s Book. Obsérvalos mientras escriben y ayúdalos con el vocabulario si lo necesitan. Cuando lleguen al Check, que se intercambien los cuadernos y corrijan el texto de un compañero.


1

3.13 • Pídeles que miren la foto y pregúntales si conocen esta serie. • Que lean la reseña. • Que respondan las tres preguntas (1-3). • Pon el CD para que los alumnos escuchen las respuestas y las corrijan.

Culture note Big Bang Theory es una serie cómica ambientada en el Instituto de Tecnología de California. El primer episodio de los más de 120 que se han emitido hasta la fecha se estrenó en los EE. UU. en septiembre de 2007. La serie es famosa más allá de las fronteras de este país, ya que se ha emitido en más de 80 países de todo el mundo.

2 • Que lean el Writing focus. • Anímalos a decir una o más palabras equivalentes a also en su idioma. • Destaca que also va detrás de be, pero delante de todos los demás verbos.

3 • Que busquen otro ejemplo de also dentro del texto. • Que copien la oración en sus cuadernos. • Corregidla juntos e intenta que se den cuenta de que also va detrás del verbo be.

4 • Diles que añadan also a todas las segundas oraciones. • En parejas, que comparen las oraciones. • Corregidlas todos juntos.

T 82


Grammar • Haz que lean las oraciones de ejemplo con was / were and there was /there were y asegúrate de que saben usar estas expresiones correctamente en afirmativa, negativa e interrogativa. • Diles que miren las oraciones de ejemplo de los verbos regulares en past simple y afirmativa y asegúrate de que saben cómo formarlas. Pídeles que las traduzcan si es necesario. • Diles que consulten la Grammar reference de las páginas 96–97 del Workbook cuando repasen la gramática.



Speaking • Comprueba que entienden el significado de las expresiones para explicar las reglas de un juego. • Diles que representen una conversación entre una persona que explica las reglas de un juego a otra persona.

T 83


Tests and Exams

• ‘Pulse Basics worksheets’, páginas 41–46 • ‘Vocabulary and grammar consolidation worksheets’, páginas 27–30 • ‘Translation and dictation worksheets’, páginas 8, 18 • ‘Evaluation rubrics’, páginas 1–7 • ‘Key competences worksheets’, páginas 13–14 • ‘Culture and CLIL worksheets’, páginas 25–28 • ‘Culture video worksheets’, páginas 13–14 • ‘Digital competence worksheets’, págs. 13–14 • ‘Macmillan Readers worksheets’, páginas 5–6


UNIT

Study guide Grammar was / were affirmative and negative

I was / wasn’t You were / weren’t He / She / It was / wasn’t We / You / They were / weren’t

good at Tetris®.


Was I good at the game? Were you good at the game? Was he / she / it good at the game? Were we / you / they good at the game?

Yes, I was. No, I wasn’t. Yes, you were. No, you weren’t. Yes, he / she / it was. No, he / she / it wasn’t. Yes, we / you / they were. No we / you / they weren’t.

there was / there were affirmative and negative

There was a funny film on TV last night. There were cartoons in the 1950s. questions and short answers

Was there a comedy on TV last night? Were there any good films on TV on Sunday?

Yes, there was. No, there wasn’t. Yes, there were. No, there weren’t.

Past simple affirmative: regular verbs regular verbs

John Logie Baird invented the television. Colour TV arrived in the 1960s. Hanna-Barbera produced new cartoons.

Past simple affirmative spelling rules • For most regular verbs, add -ed. watch watched • For verbs that end in -e, add -d. like liked • For verbs that end in consonant + y, change -y to -i and add -ed. carry carried tidy tidied • For verbs that end in consonant + vowel + consonant (except w, x or z), double the final consonant and add -ed. stop stopped permit permitted

Vocabulary Computer games action adventure dancing fitness puzzle quiz

racing role-play simulation strategy trivia

TV programmes advert cartoon chat show comedy documentary drama film

game show music programme news reality show soap opera sports programme weather forecast

Speaking Explaining the rules of a game

LEARNING TO LEARN Write the titles of different games and TV programmes next to the types. Examples help you remember new vocabulary.


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Are you ready to play? No – wait a minute! / Yes, I’m ready now. Can you explain the rules? First you must … . Then you must … . Don’t forget to … . How do you win? To win, you must … . Good luck!


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UNIT

song and dance

Objetivos de la unidad y competencias clave En esta unidad los alumnos aprenderán… • a comprender, memorizar y usar correctamente palabras relacionadas con la música CCL CEC • a entender, aprenderse de memoria y utilizar correctamente adjetivos para expresar opiniones CCL • a comprender y usar correctamente estructuras gramaticales relacionadas con el pasado y buscar paralelismos con su lengua materna CCL CAA • sobre la música del Reino Unido, viendo un vídeo corto CCL CEC

En esta unidad, los alumnos aprenderán a... • buscar información específica en un reportaje CCL CMCT CSC CEC • buscar información sobre un músico o compositor CCL CD CEC • buscar información específica en un fragmento de un programa de radio CCL CMCT CEC • aprender cosas sobre la música y los bailes tradicionales de Escocia CCL CMCT CEC • hablar sobre sus gustos musicales CCL CSC CEC • escribir un perfil personal CCL CMCT • leer una página web de un festival, escuchar los anuncios de un festival y hablar sobre lo que ha ocurrido en el pasado CCL CD CSC CEC


Destrezas



• Instrumentos e intérpretes: guitar, guitarist, piano, pianist, etc. • Adjetivos para expresar opiniones: boring, lively, fun, etc.

• Leer un reportaje sobre una orquesta especial • Leer un texto sobre Escocia • Leer una página web de un festival de música

Gramática • Los verbos regulares e irregulares en past simple, afirmativa y negativa • Preguntas y respuestas breves en past simple

Lenguaje útil • Expresiones para hablar de cosas ocurridas en el pasado

Pronunciación • Los diptongos

Expresión escrita: interacción y producción • Escribir un diálogo personalizado • Redactar un perfil personal en tres pasos: planear, escribir, repasar

Comprensión oral • Escuchar un programa de radio sobre música • Escuchar a gente hablando sobre algo que ha ocurrido en el pasado • Prepararse para comprender un diálogo y seleccionar la información importante

Expresión oral: interacción • Intercambiar información sobre preferencias musicales • Hacer preguntas sobre cosas del pasado y responderlas

Expresión oral: producción • Preparar un diálogo en pasado y representarlo


Estrategias de aprendizaje y destrezas del pensamiento • Usar las preguntas para detectar las palabras clave en un listening

Conciencia cultural • Música y danzas tradicionales de Escocia • Comparar la música y las danzas tradicionales de Escocia con las de su país o región

Contenidos interdisciplinares • Música: compositores, géneros e instrumentos • Tecnología: buscar información en internet • Lengua y literatura: convenciones para redactar un perfil personal



External exam trainer • Listening: preguntas tipo test

Materiales digitales Pulse Live! Digital Course, que incluye: • Tablas de gramática interactivas • Vídeo modelo de expresión oral: cosas del pasado • Vídeo con material cultural: la música en el Reino Unido Página web del alumno

Competencia digital • Web quest: actuación del Coro de Liverpool • Worksheet de competencia digital: historias digitales

Materiales de refuerzo • Teacher’s Resource File: ‘Basics’, páginas 47–52 • Teacher’s Resource File: ‘Vocabulary and Grammar: Consolidation worksheets’, páginas 31–32

Materiales de ampliación • Actividad para fast-finishers: Student’s Book, página 85 • Actividades extra: Teacher’s Book, páginas T84, T91 • Teacher’s Resource File: ‘Vocabulary and Grammar: Extension worksheets’, páginas 33–34


UNIT THINK ABOUT IT

Ejercicio 2 pianist – piano guitarist – guitar drummer – drums bass player – bass singer – vocals keyboard player – keyboards

Vocabulary and Speaking Instruments and musicians 1

3.14 Read the What’s on? guide. Listen and repeat the blue words. Which concert do you prefer?

2

3.15 Match the musicians with instruments from

the guide. Then listen and repeat.

pianist – piano pianist guitarist drummer bass player singer keyboard player

Ejercicio 3 James is the guitarist. Mickey is the bass player / bassist. Matt is the drummer. PJ is the keyboard player.

How many types of music and dance do you know? Write a list from A to Z. African, ballet, country, …

What’s on? SATU RD AY 14 TH MAY Maroon 5 The American pop-rock ban d in concert. With Adam on vocals, Jam es on guitar, Mickey on bass, Matt on dru ms and PJ on keyboards. a

LOOK! Suffixes: -ist / -er violin violinist drum

drummer

3 Describe the band in picture a). Use words from exercise 2.

Adam is the singer. James is ...

Ejercicio 4

4

1 country 2 classical 3 Latin 4 jazz 5 rock

3.16 Listen to five short music extracts. Match them with the types of music in the box.

classical

country

rock

jazz

EXPRESS YOURSELF

Ejercicio 5 1 What’s your favourite pop song? 2 Can you play the guitar? 3 Do you like country music? 4 Who’s your favourite rock singer? 5 What’s your favourite Latin band?

5 Order the words to make questions. Then write answers that are true for you. 1 2 3 4 5

favourite / What’s / pop / song / your ? you / the / Can / play / guitar ? like / country / Do / music / you ? rock / your / singer / Who’s / favourite ? band / your / Latin / favourite / What’s ?

Latin

TH UR SD AY 19 TH MAY chestra Simón Bolívar Youth Or brings el Conductor Gustav Dudam to London. tra hes orc Venezuela’s famous and special no pia on z che With Vilma Sán th Choir. guests: Britain’s National You b

6 Work in pairs. Ask and answer the questions in exercise 5. You can change the bold words.

What’s your favourite rap song? I like ...

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VocabularyInteractive extension:Grammar Workbook Table: pageWorkbook 109 page xx

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Vocabulary and Speaking Instruments and musicians

3

Objetivos de la lección aprender vocabulario relacionado con los • instrumentos y los músicos aprender palabras para hablar de • diferentes géneros musicales comentar sus preferencias musicales •

4

1

2

EXPRESS YOURSELF

5

• Haced todos juntos la primera pregunta a modo de ejemplo, y luego anímalos a decirla: What’s your favourite pop song? • Individualmente, que escriban las demás preguntas. • Diles que escriban las respuestas. • Comprueba con toda la clase que las preguntas están bien redactadas.

6

• En parejas, que se hagan las preguntas del ejercicio 5 y las respondan. • Diles que se fijen en la pregunta de ejemplo y asegúrate de que entienden que pueden cambiar las palabras en negrita. • Escuchad todos juntos las respuestas de algunas parejas.

3.14 • Que lean la guía What’s on? • Pon el CD para que escuchen las palabras en azul y las repitan. • Haz que se fijen en la pronunciación y la acentuación de orchestra /ˈɔ:kɪstrə/ y en la pronunciación de choir /kwaɪə/. • Pregúntales qué concierto prefieren: poprock o música clásica.

3.15 • Individualmente, que relacionen los músicos del cuadro con los instrumentos de la guía What’s on? • Pon el CD para que repitan las respuestas. • Compruébalas con toda la clase.

Look! Destaca que para formar la palabra referida a cada intérprete añadimos -ist o -er al instrumento. Señala que normalmente decimos bass player y singer, aunque bassist y vocalist también son correctas.

3.16 • Diles que van a escuchar extractos de cinco canciones. • Luego, que los relacionen con los distintos géneros musicales del cuadro. • Pon el CD. • Que comparen las respuestas en parejas. • Corregid el ejercicio todos juntos.

Warmer Haz que se fijen en el cuadro Think about it. En parejas, que escriban un tipo de música o danza que empiece por cada letra del abecedario, tal como muestran los ejemplos. Si se encallan con alguna letra (p. ej., q o x), que pasen a la siguiente. Gana la pareja que tenga más palabras correctas.

• Diles que escriban una descripción de los cinco componentes del grupo de la foto a, siguiendo el ejemplo. • En parejas, que comparen las respuestas. • Comprobadlas todos juntos.

Extra activity Que escriban un texto breve sobre la clase de música que más les guste, y la que menos. Anímalos a usar las palabras aprendidas en el ejercicio 4.


Culture note La Orquesta Sinfónica Simón Bolívar se fundó en 1975 en Caracas (Venezuela). Debutó en Londres con un concierto retransmitido en directo por el canal de televisión de la BBC en agosto de 2007. El director, Gustavo Dudamel, es famoso por fomentar la música entre la juventud. T 84

Reading Text type: A feature article Objetivos de la lección leer un texto breve • hablar sobre sus experiencias en el • campo musical

3 • Primero, que lean las oraciones con atención, y asegúrate de que las comprenden. • Que lean el texto de nuevo y comprueben si las oraciones son verdaderas o falsas. • Que corrijan las falsas. • Luego, que las comparen en parejas. • Compruébalas con todo el grupo. EXPRESS YOURSELF

Enlaces web recomendados www.theliverpoolsigningchoir.co.uk www.rpo.co.uk www.vegetableorchestra.org

Warmer Copia en la pizarra los nombres de los distintos instrumentos aprendidos en la lección anterior: drums, guitar, piano, bass, keyboards. En parejas, que escriban el nombre de la persona que toca cada instrumento: drummer, guitarist, pianist, bass player / bassist, keyboard player.

1

3.17 • Los alumnos miran la foto del coro. • Pregúntales qué creen que tiene de especial. • Pon el CD para que escuchen el texto, lo lean en sus libros y comparen la respuesta. • Comprobadla todos juntos.

Word check Comprueba que entienden las palabras nuevas (deaf es cuando una persona no puede oír) y pídeles que las traduzcan a su lengua.

Culture note En el Reino Unido, hay orquestas de niños sordos en Yorkshire, Manchester, Peterborough y Londres. Tienen edades comprendidas entre los 6 y los 16 y tocan muchos instrumentos, como el tambor, el arpa y el piano.

2 • Señala que, en inglés, hay muchos verbos que son irregulares. • Que busquen dentro del artículo los verbos irregulares en pasado. • Corrige las respuestas con toda la clase y pídeles que escriban en sus cuadernos los cuatro verbos irregulares en pasado.

T 85

4 • Que respondan las preguntas individualmente. • Luego, que se las hagan y las respondan en parejas. • Escuchad juntos las respuestas de algunas parejas.

Finished? Pide a los que acaben primero que hagan una lista de compositores famosos.

Web quest Que miren en internet un vídeo del Coro de Liverpool. Haz que se fijen en el Web quest tip.

1 • Pídeles que se conecten a un navegador, como el Internet Explorer. Luego, que abran un buscador (Google, p. ej.) y tecleen Liverpool Signing Choir. 2 • Que busquen vídeos de los conciertos del coro 3 • Que anoten todos los enlaces y los compartan con la clase.

UNIT

Reading

A feature article Ejercicio 1

1

3.17 Look at the picture. What do you think is special about this choir? Read, listen and check.

The members of the choir ‘sing’ with sign language.

I

n the Liverpool Signing Choir, they don’t sing – they sign. Some members of the choir can hear, but many of them are deaf. In the choir, they don’t use their voices – they use their hands. They ‘sing’ with sign language! The Liverpool Signing Choir began several years ago. The conductor Catherine Hegarty started it as an after-school club and then it grew much bigger. Now there are about 100 young people in the choir, aged 6–24. They perform different kinds of music, including pop songs, opera and football songs. A few years ago, they performed for the Queen when she visited Liverpool. In 2009, they went to

London and performed at Wembley Stadium. Then, in 2012, they became famous when they returned to London to perform at the Olympic closing ceremony. This choir shows that there’s more to music than sound. A choir is also a great opportunity to make new friends and to express yourself … singing or signing! Word check sign deaf sign language closing ceremony

DID YOU KNOW? Ejercicio 2 became started began grew performed visited went returned The four irregular past forms are became, began, grew and went.

Ejercicio 3

Deaf people around the world don’t all use the same sign language. There are around 200 different sign languages! In the UK, people use British Sign Language.

2 Find the past form of the verbs in the box in the text. Which four are irregular? become perform

start visit

begin grow go return

3 Read the article again. Are the sentences true or false? Correct the false sentences. 1 2 3 4 5

The Liverpool Signing Choir uses sign language. All the members of the choir are deaf. The choir only performs classical music. The choir performed for the Queen in London. The choir became famous in 2012.

4 In pairs, ask and answer the questions. 1 2 3 4

Do you like singing? Why (not)? Are you in a choir? Do you play a musical instrument? Are you in an orchestra?

FINISHED? How many famous orchestras do you know? Write a list. London Symphony Orchestra, …

1 True 2 False Some members of WEB QUEST the choir can Watch the Liverpool Signing Choir online. hear. 1 Use the keywords ‘Liverpool Signing Choir’ in your search engine. 3 False The choir 2 Can you find any videos of their performances? performs Interactive Grammar Workbook page xx the class. 3 Make a note of the URLs and shareTable: your information with different kinds of music. 4 False The choir 85 performed9780230429697_Pulse_08.indd for the Queen in Liverpool. 5 True

The spelling of your keywords is very important. Make sure you type signing not singing.

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Grammar

Past simple: affirmative and negative 1 Study the table. Then answer questions a–c.

Ejercicio 1 a go b we add -ed (see Language Note) c no

affirmative

I / You / He / She / performed in London. It / We / You / They went to London. negative

I / You / He / She / didn’t perform in Madrid. It / We / You / They didn’t go to Madrid.

Ejercicio 2 regular verbs listen – listened watch – watched continue – continued exist – existed download – downloaded irregular verbs have – had begin – began wear – wore buy – bought give – gave

Ejercicio 3 1 They didn’t have MP3 players. They had record players. 2 They didn’t download music. They bought records. 3 They didn’t listen to hip hop. They listened to rock ’n’ roll. 4 They didn’t watch colour TV. They watched black and white TV. 5 They didn’t wear trainers. They wore shoes.

a) Which verb is irregular, perform or go? b) How do we form the past simple of regular verbs? c) Is the negative form different for regular and irregular verbs? 2 Copy and complete the table with the past simple form of the verbs in the box. Then check your answers with the Irregular verbs list on page 126. listen have begin watch wear buy continue give exist download Regular verbs listen – listened

Irregular verbs have – had

3 Write affirmative and negative sentences about teenagers in the 1950s. watch DVDs / go to the cinema They didn’t watch DVDs. They went to the cinema. 1 2 3 4 5

have MP3 players / have record players download music / buy records listen to hip hop / listen to rock ‘n’ roll watch colour TV / watch black and white TV wear trainers / wear shoes

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Ejercicio 4

4 Read the Look! box and translate the sentences. What is the position of ago?

ago comes at the end of the time phrase

LOOK! ago The Liverpool Signing Choir began several years ago. A few years ago, they performed for the Queen.

Ejercicio 5

5 Write true sentences with the words in the box and ago.

students’ own answers in the gaps 1 I had breakfast … ago. 2 I celebrated my birthday … ago. 3 I began this exercise … ago. 4 Our teacher gave us homework … ago. 5 I started school … ago.

minutes hours days months years This class (start) … This class started forty minutes ago. 1 2 3 4 5

I (have) breakfast … . I (celebrate) my birthday … . I (begin) this exercise … . Our teacher (give) us homework … . I (start) school … .

6 Complete the text with the past simple form of the verbs in brackets.

MUSIC ON THE MOVE! Not long ago, people (1) didn’t listen (not listen) to portable music. They (2) … (not have) MP3 players – they (3) … (have) old-fashioned gramophones and they (4) … (buy) records. Portable music players (5) … (not exist) until the 1980s, when Sony® (6) … (invent) the Walkman®. After that, CDs (7) … (become) very popular. Then, in 2001, Apple® (8) … (create) their first MP3 player, the iPod. People (9) … (love) it – Apple (10) … (sell) more than half a million iPods in the first year.

Ejercicio 6 2 didn’t have 3 had 4 bought 5 didn’t exist 6 invented 7 became 8 created 9 loved 10 sold

ANALYSE In English there are more than 150 irregular verbs. Are there any irregular verbs in your language?


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Grammar Past simple: affirmative and negative Objetivos de la lección aprender y usar verbos regulares e • irregulares en past simple, en afirmativa y negativa escribir oraciones con ago •

Warmer Copia en la pizarra estos verbos: study, love, tidy, visit, appear, arrive, begin, create. En parejas, que los escriban en past simple. Comprobadlos todos juntos y destaca que begin - began es irregular.

1 • Los niños copian la tabla en sus cuadernos. • Que respondan las preguntas a–c. • Comprueba las respuestas con toda la clase. • Destaca que, en negativa, la forma del verbo no cambia: ponemos didn’t delante (p. ej. didn’t perform, didn’t go).

Language note Señala que los verbos irregulares no añaden -ed para formar el pasado. Lo hacen de distintas maneras, normalmente cambiando la vocal de la última sílaba, p. ej. begin – began, become – became. Es importante que los alumnos se aprendan el past simple de algunos verbos irregulares, ya que son de los más usados en inglés.

2 • Que copien la tabla en sus cuadernos. • Luego que, escriban los verbos en past simple debajo de la columna correcta. • Que los comprueben mirando la lista de verbos irregulares de la página 126. • Corregidlos todos juntos y haz que se fijen en la pronunciación de bought /bɔ:t/.

3 • Lee en voz alta las oraciones de ejemplo. • Señala que la primera va en past simple y negativa, mientras que la segunda va en past simple y afirmativa. • Individualmente, que escriban oraciones sobre los adolescentes de los años 50 con las palabras dadas. • Luego, que las comparen en parejas. • Corregidlas todos juntos.

4 • Haz que se fijen en el cuadro Look! y las oraciones de ejemplo con ago. • Diles que las traduzcan a su lengua individualmente. • Compruébalas con toda la clase. • Destaca que ago va al final de la expresión temporal y compárala con la posición que ocupa en el idioma de los alumnos.

5 • Lee en voz alta la oración de ejemplo para toda la clase. • Señala que podemos emplear ago con todas las palabras del cuadro, p. ej. three hours ago, ten years ago. • Individualmente, que escriban oraciones con ago usando los verbos entre paréntesis en past simple y las palabras del cuadro. • Comprobad las oraciones juntos. Diles que las expresiones temporales con ago suelen ir al final de la oración.

6 • Primero, que lean el texto con atención. • Que rellenen los espacios con el past simple en afirmativa o negativa de los verbos entre paréntesis. • En parejas, que comparen las respuestas. • Comprobadlas todos juntos y diles que sell es un verbo irregular (sold).

7 • Escoge a dos alumnos para que lean en voz alta la pregunta de ejemplo y la respondan. • Que escojan cinco verbos irregulares de la lista de la página 126 y los escriban en past simple. • En parejas, que se hagan mutuamente la pregunta según el modelo de ejemplo y que la respondan. • Escuchad juntos a algunas parejas.

Analyse Pregúntales cómo son los verbos irregulares en su lengua. ¿Tiene muchos? ¿Hay más en inglés o en su idioma?


T 86

Vocabulary and Listening Adjectives of opinion Objetivos de la lección aprender unos cuantos adjetivos para • expresar opiniones escuchar información específica •

Warmer Di a los alumnos que se pongan en parejas y que tienen dos minutos para escribir todos los géneros musicales que se les ocurran. Escuchad las respuestas juntos y escríbelas en la pizarra, p. ej. Latin, pop, heavy rock, hip hop, etc.

1

3.18 • Pídeles que lean las palabras del cuadro. • Comprueba que las entienden pidiéndoles que las traduzcan. • Explícales que catchy song es una canción pegadiza y fácil de recordar. • Pon el CD para que los alumnos escuchen las palabras y las repitan.

2 • Que subrayen todos los adjetivos que encuentren en las reseñas de las canciones. • En parejas, que los comparen. • Compruébalos con toda la clase.

3 • Diles que copien el diagrama de Venn en sus cuadernos. • Luego, que sitúen los adjetivos del ejercicio 1 dentro de uno de los dos círculos dependiendo de si son positivos o negativos, o en el medio si son neutros. • En parejas, que comparen las respuestas. • Compruébalas con todo el grupo.

4 • Para explicarles el ejercicio, diles qué piensas sobre dos canciones, una que te guste y otra que no. Utiliza un adjetivo del ejercicio 1 para describir cada canción. • Que completen las oraciones de manera que sean verdaderas para ellos. • En parejas, que las comparen. • Escuchad las oraciones todos juntos.

5

3.19 • Pon el CD para que los alumnos escriban la respuesta a la pregunta. • Compruébala con toda la clase.

T 87

6 • Diles que copien en el cuaderno los adjetivos del cuadro. • Vuelve a poner el CD y que marquen con un tick los adjetivos que oigan. • Puedes volver a reproducir el CD si es necesario. • En parejas, que comparen las respuestas. • Corrige las respuestas con toda la clase.

7 • Que lean las oraciones con atención. • Que digan las que son verdaderas y las que son falsas. • Luego, que corrijan las falsas. • En parejas, que comparen las respuestas. • Comprobadlas todos juntos.

3.19 Transcripción, ejercicios 5 y 6 Hello and welcome to this week’s Chart Show! I’m Dale Evans and I’m going to start off today’s show with this week’s new songs. First up today, there’s very exciting news: there’s a new song by Sophie Styles. This one’s quite surprising for Sophie ... there’s just a piano and amazing vocals. It’s totally original! Apparently she wrote the lyrics to this song about a relationship she had. It’s so emotional – I absolutely loved it! The second new song of the week is from the Australian singer Ben Miller. Now, I’m a big fan of Ben Miller so I went out and bought this immediately. I put it on my MP3 player and I listened to it this morning on the train, and I just love it! I thought: ‘Yeah, it’s so catchy. It’s lively … it’s unusual’ Basically, it’s just a great song’ Also this week, there’s Yo-yo’s new song, Monday. I’m sorry but I can’t recommend this one! When I first listened to it, I thought it was rubbish! Now, every time I hear it on the radio, I find it more and more annoying. As you can imagine, I didn’t buy this song! Also, out this week there’s the new single from …

UNIT

Vocabulary and Listening Adjectives of opinion 1

3.18 Check the meaning of the words in the box. Then listen and repeat.

great traditional boring terrible amazing rubbish surprising annoying unusual original loud quiet lively catchy Ejercicio 2

2 Read the reviews. How many adjectives can you find?

great amazing fantastic favourite unusual original lively catchy annoying interesting rubbish boring terrible

BILLY JEAN

Dan May

DAN MAY

Silly Song

The Silly Song

The

New York Girls Great lyrics and an amazing guitar solo. A fantastic pop song – my favourite song this week!

THE HIPSTERS

Catchy or annoying, depending on your opinion. Interesting lyrics, but a rubbish video!

YO-YO Ejercicio 5

Ejercicio 3 positive amazing original lively catchy negative terrible rubbish annoying neutral surprising unusual loud quiet

All Dressed Up

Monday

This is quite an unusual song. It’s original and lively, but not my favourite Hipsters song.

What can we say about this internet sensation? Boring lyrics and a terrible song!

3 Copy and complete the diagram with the adjectives from exercise 1.

5

Monday (by Yo-yo)

Ejercicio 6

3.19 Listen to a radio DJ talking about three new songs. Which one of the songs in exercise 2 does he mention?

Ejercicio 7

6 Listen again. Which adjectives do you hear?

great

traditional

original traditional emotional loud lively unusual rubbish slow annoying

boring

4 Complete the sentences about songs you know. Use adjectives from exercise 1. 1 I like ... by ... . It’s ... . 2 I don’t like ... . It’s ... . 3 ... is number one at the moment in my country. In my opinion, it’s ... .

7 Are the sentences true or false? Correct the false sentences. 1 2 3 4 5

The first song has got vocals and a piano. The DJ didn’t like the first song. The second song is by an American singer. The DJ put the second song on his MP3 player. The DJ bought the third song.


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original emotional lively unusual rubbish annoying

1 True alse 2 F 3 False The second song is by an Australian singer. rue 4 T 5 False The DJ didn’t buy the third song.

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Fact box

Cultural awareness

Traditional music and dance 1

Ejercicio 1 1 c 2 b 3 a 4 d

3.20 Listen to four traditional Scottish instruments. Match the music to the instruments in pictures a–d.

a fiddle

2

Ejercicio 2 bagpipes drums

Music and dance are very important in Scotland. Typical instruments include the fiddle, bagpipes, drums and harp.

b bagpipes

c drums

d harp

3.21 Read and listen to the email. Which two traditional Scottish instruments did Lucy hear?

Compose

Reply

Forward

Refresh

Junk

To …

Maite

Subject … Attach …

Greetings from Scotland! Bagpipes.jpg (64KB) Jolly_dancer.jpg (124KB)

Hi Maite, Here are some photos from my summer holiday with my family in Scotland. I had a fantastic time! First, we visited Edinburgh, which is a great city. We went to the Military Tattoo at Edinburgh Castle – it’s an amazing show with traditional Scottish music. There were lots of pipers and drummers, all in traditional costume. My brother said the bagpipes were too loud and annoying, but I thought they were amazing! There were also some fantastic fireworks at the end of the show. Then, we went to the Highland Games in Aberdeen. We saw some traditional Highland dancing, which was great fun. They wear kilts and tartan socks, and they dance with swords – it looks quite dangerous! We also went to Loch Ness, but we didn’t see the monster! What about you – did you have a good summer? Did you go to the beach? Love to all the family.

Word check pipers Highland Games sword

Lucy

Ejercicio 3

3 Read the email again and choose the correct answers.

1 a 2 a 3 b 4 b

1 Where did they see the Military Tattoo? a) In Edinburgh b) In Aberdeen 2 Did Lucy like the bagpipes? a) Yes, she did. b) No, she didn’t. 3 What did they do in Aberdeen? a) They bought kilts and tartan socks. b) They went to the Highland Games. 4 Did they see the Loch Ness monster? a) Yes, they did. b) No, they didn’t. 88

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CULTURAL

COMPARISON

4 Copy and complete the sentences. In my country / region, 1 2 3 4 5 6

… and … are traditional types of music. … and … are traditional instruments. the traditional dances include … and … . traditional dancers wear … . there is a traditional festival in … . the most popular type of music is … .

Interactive Grammar CultureTable: video:Workbook Music in the page UKxx

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Cultural awareness Traditional music and dance Lesson objectives leer un correo electrónico con información • sobre Escocia practicar la lectura de un texto para • captar lo esencial e información concreta hablar sobre tipos de música, bailes e • instrumentos tradicionales

Warmer Escribe en la pizarra Scotland y diles que se fijen en el cuadro Fact box. Luego, que se pongan en parejas y que anoten todo lo que sepan sobre este país. Escuchad todos juntos las respuestas (p. ej. It’s part of the UK, They speak English there, Edinburgh is the capital city).

1

3.20 • Pon el CD para que relacionen la música con los instrumentos de las fotos a–d. • En parejas, que comparen las respuestas. • Comprobadlas todos juntos. • Explícales que fiddle es lo mismo que violin.

Culture note La gaita es el instrumento tradicional de Escocia, pero también de otros países, como por ejemplo Irlanda. Desde hace siglos, se toca en muchas partes de Europa (incluyendo el norte de España), Asia Menor y el Norte de África.

2

Culture note Los Highland Games se celebran en varias regiones escocesas. Los eventos más importantes son la música de gaitas y tambores, las danzas y las pruebas de fuerza (p. ej. lanzamiento de tronco, llamado caber toss), aunque también tienen lugar espectáculos relacionados con otros aspectos de la cultura escocesa y gaélica. Los más famosos se celebran cada mes de agosto en Dunoon, con 20.000 espectadores y 3.500 participantes.

3 • Primero, que lean las preguntas y las posibles respuestas. • Que vuelvan a leer el correo electrónico y respondan las preguntas. • Luego, que comparen las respuestas en parejas o grupos pequeños. • Comprobadlas todos juntos. CULTURAL

COMPARISON

4 • Individualmente, que completen las oraciones y las escriban en sus cuadernos. • En parejas, que las comparen. • Escuchadlas todos juntos.

Language note Puede que en el ejercicio 4 los alumnos escriban instrumentos tradicionales que no existen en inglés, excepto castanets y tambourine, p. ej., que son más universales. En este caso, da por buenos los nombres de estos instrumentos en su lengua, ya que no existe su equivalente en inglés.

3.21 • Asegúrate de que entienden el objetivo del ejercicio: identificar los dos instrumentos que Lucy menciona en el correo electrónico. • Pon el CD para que escuchen el mensaje y lo lean en sus libros. Que escriban las respuestas. • Corregidlas todos juntos.

Culture video: Music in the UK

Word check Comprueba que entienden el significado de todas las palabras (Un piper es el que toca las bagpipes). Asegúrate de que comprenden swords pidiéndoles que miren la foto del bailarín y la traduzcan a su lengua. T 88

Grammar Past simple: questions and short answers

4 • Haz la primera oración a modo de ejemplo con toda la clase, animándolos a ordenar bien la pregunta, y escríbela en la pizarra (Where did you go on holiday?). • Individualmente, que ordenen las palabras para formar las preguntas. • Que las comparen en parejas. • Compruébalas con todo el grupo.

Objetivos de la lección aprender a usar el past simple de los • verbos regulares en interrogativa hacer preguntas con partículas • interrogativas y responderlas

EXPRESS YOURSELF

5 • Di a los niños que escriban respuestas personales a las preguntas del ejercicio 4. • En parejas, que se hagan las preguntas y las respondan. • Escuchad juntos algunas de las respuestas.

Warmer Escribe en la pizarra estos verbos irregulares en past simple: began, wore, bought, gave, became, went, wrote, had. En parejas, que los pasen a negativa. La primera que escriba estos ocho verbos correctamente es la ganadora (didn’t begin, didn’t wear, didn’t buy, didn’t give, didn’t become, didn’t go, didn’t write, didn’t have).

CLIL

6

1 • Di a los alumnos que miren las tablas y lean las preguntas. • Luego, que respondan las preguntas a–c. • Comprobadlas todos juntos. • Haz que se fijen en que el verbo principal nunca cambia. El verbo auxiliar do en past simple nos indica que la pregunta es en pasado.

2 • Lee en voz alta la pregunta de ejemplo. • Individualmente, que escriban las preguntas en past simple. • En parejas, que las comparen. • Corregidlas todos juntos.

3 • Que vuelvan a leer el correo de Lucy de la página 88. • Di a dos alumnos que lean en voz alta la pregunta y la respuesta breve de ejemplo. • Haced todos juntos la primera oración a modo de ejemplo. Anímalos a decir la pregunta y la respuesta breve, y escríbelas en la pizarra (Did Lucy’s family visit Scotland? Yes, they did). • Señala que usamos el pronombre they cuando nos referimos a la familia porque está formada por varias personas. • Individualmente, que escriban las demás respuestas. • Que las comparen en parejas. • Compruébalas con toda la clase. T 89

7

Grammar in context: Music

• Primero, que lean todo el texto con atención. • Individualmente, que completen el texto con el past simple de los verbos entre paréntesis. • Que comparen las respuestas en parejas.

3.22 • Pon el CD para que comprueben las respuestas del ejercicio 6. • Asegúrate de que entienden el verbo marry.

CLIL task Pide a los alumnos que te digan nombres de compositores famosos de su país y escríbelos en la pizarra. Diles que escojan a uno para investigar. Anímalos a buscar información sobre su vida y obra en internet. Luego, pídeles que escriban un texto breve sobre él parecido al de Beethoven.

Pronunciation lab: Diphthongs, página 125 Digital course: Interactive grammar table Study guide: pág. 93

UNIT

Ejercicio 1 a yes b the infinitive without to c no

Ejercicio 2 1 Did Lucy’s family visit Scotland? 2 Did Lucy have a good holiday? 3 Did Lucy’s brother like the bagpipes? 4 Did they watch the fireworks? 5 Did they dance with swords?

Grammar

Past simple: questions and short answers 1 Study the tables. Then answer questions a–c. short answers

I / you / he / she / have a good summer? Did it / we / you / they go to Scotland?

Yes, No,

I / you / he / she / it / did. we / you / they didn’t.

a) Are past simple question forms the same for all subject pronouns? b) What form is the verb after did? c) Is it possible to translate did into your language? 2 Write past simple questions for 1–5. Lucy / play the bagpipes? Did Lucy play the bagpipes? 1 2 3 4 5

Ejercicio 3 1 Yes, they did. 2 Yes, she did. 3 No, he didn’t. 4 Yes, they did. 5 No, they didn’t.

questions

Lucy’s family / visit Scotland? Lucy / have a good holiday? Lucy’s brother / like the bagpipes? they / watch the fireworks? they / dance with swords?

3 Read Lucy’s email on page 88 again and write true answers for the questions in exercise 2.

Ejercicio 4

4 Order the words to make questions. 1 2 3 4 5 6

1 Where did you go on holiday? 2 What did you do yesterday? 3 When did you listen to music? 4 What time did this class start? 5 What did you have for breakfast? 6 How did you travel to school?

did / you / Where / go / on holiday ? do / What / you / yesterday / did ? listen / When / you / did / music / to ? this / class / did / time / What / start ? have / for / breakfast / What / you / did ? did / travel / How / school / you / to ?

EXPRESS YOURSELF

5 Work in pairs. Ask and answer the questions in exercise 4.

Did Lucy play the bagpipes? No, she didn’t.

CLIL

Grammar in context: Music

Ejercicio 6

6 Complete the text with the past simple form of the verbs in brackets.

1 died 2 didn’t have 3 did … play 4 played 5 was 6 Did ... become 7 became 8 didn’t stop 9 composed 10 wrote

7

Beethoven


Who was Beethoven? Ludwig van Beethoven was a German composer and musician. He was born in Bonn in 1770 and he (1) … (die) in 1827. He never married and he (2) … (not have) any children. Which instruments (3) … he … (play)? Beethoven was a pianist. He also (4) … (play) the organ and the violin. His first public performance (5) … (be) when he was seven years old. (6) … Beethoven … (become) deaf? Yes, he did. He (7) … (become) deaf when he was about 30, but he (8) … (not stop) composing music. He (9) … (compose) his famous Ninth Symphony when he was completely deaf. What are his most famous works? Beethoven’s famous works include nine symphonies and sonatas for piano, cello and violin. He also (10) … (write) an opera called Fidelio.

3.23–3.24

CLIL TASK Go online. Find out about a famous composer from your country. Write a paragraph about his / her life.

Pronunciation lab: Diphthongs, page 125


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integrated skills

integrated sk

At a music festival Last weekend I went to a music festival with my brother. What did you do last weekend?

TeenFest is Manchester’s first music festival only for 13–17 year-olds*! For one day only, you can see loads of the UK’s most popular bands in one place. Date: Place: Time: Price:

Saturday 31st March Green Park, Manchester 11.00am–8.00pm £15.00

Step 1: Read Ejercicio 1

1 Read the web page quickly. How old must you be to go to TeenFest?

between the ages of 13 and 17

2 Read the web page again and answer the questions.

Ejercicio 2 1 Saturday 31st March 2 Green Park, Manchester 3 11am 4 8pm 5 £15.00

1 2 3 4 5

When was the festival? Where was it? What time did it start? What time did it finish? How much were the tickets?

3 Do you think this festival sounds fun? Why (not)?

Artists: Billy Jean, Two Dimensions, Dan May, The Hipsters, Yo-Yo, The Kinetics and many more! Food and drink available. * Strictly no entry for under 13s or over 17s. Photo ID is obligatory.

Step 2: Listen 4

Ejercicio 4

3.25 Listen to three announcements. In what

order do you hear them?

1 c 2 a 3 b

a) Information about an African drumming class. b) An announcement about the end of the festival. c) Information about a Scottish pipe band. 5 Listen again. Choose the correct answers. 1 The pipe band starts at 5 o’clock / 7.30. 2 The drumming class is for under 16s / adults. 3 The festival closes in ten / thirty minutes.

Ejercicio 5 1 five o’clock 2 under 16s 3 thirty

SKILLS BUILDER Listening for specific information When you listen, you don’t need to understand every word. Before you listen, read the questions. Then listen for specific information.

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Integrated skills At a music festival Objetivos de la lección

Step 2: Listen 4

practicar las cuatro destrezas • leer una página web sobre un festival de • música escuchar unos cuantos anuncios • escribir un diálogo personalizado • representar el diálogo •

5 Warmer Escribe en la pizarra music festival. Pregúntales si conocen algunos festivales famosos del mundo o de su país.

Step 1: Read 1 • Haz que la clase se fije en lo que dice James y anímalos a responder la pregunta What did you do last weekend? • Que lean la página web y averigüen la edad mínima para entrar en el festival TeenFest. • Comprobad la respuesta todos juntos.

Culture note El primer festival para adolescentes (de 13 a 17 años de edad) se celebró en 2007 en el Victoria Park de Londres. El impulsor fue el joven Sam Kilcoyne, que tuvo la idea después de que le negaran la entrada a un concierto cuando tenía 14 años. El festival es en agosto y cuenta con la participación de los grupos más famosos del Reino Unido. La cadena BBC Radio 1 retransmite una parte en directo.

2 • Primero, que lean las preguntas con atención. • Que busquen las respuestas consultando la página web. • Compruébalas con toda la clase.

3.25 • Asegúrate de que entienden lo que les piden. • Diles que copien los tres anuncios en sus cuadernos. • Pon el CD para que ordenen los anuncios cronológicamente. • Que comparen las respuestas en parejas. • Compruébalas con todo el grupo.

3.25 • Los alumnos leen las oraciones y las posibles respuestas. • Pon el CD otra vez para que escojan la opción correcta. • En parejas, que las comparen. • Comprobadlas todos juntos.

Skills builder Listening for specific information Antes de empezar el listening, anímalos a leer todas las preguntas atentamente, así tendrán claro qué información les piden. Explícales que no hace falta que entiendan todas las palabras del texto que van a escuchar.

3.25 Transcripción, ejercicios 4 y 5 1 Your attention please! The Scottish pipe band is starting soon on the Main Stage. That’s the Scottish pipe band at five o’clock on the Main Stage. 2 Attention everyone! This is an announcement about classes and activities. The African drumming class is starting now at the activity tent. All children welcome – under 16s only please for this event! 3 Your attention please! Please make your way to the exits. The festival closes in 30 minutes. Please make your way to the exits now. Thank you.

3 • Anima a la clase a responder las preguntas.

T 90

Integrated skills - continued Talking about past events 6

3.26 • Diles que lean las palabras del cuadro. • Pon el CD para que sigan el diálogo en sus libros y escriban las respuestas correctas en los espacios 1–5. • En parejas, que comparen las respuestas. • Comprobadlas todos juntos.

Extra activity Divide la clase en dos grupos: uno hace de Hazel y el otro de James. Pon el CD otra vez para que cada grupo repita la intervención correspondiente y luego volved a hacer el ejercicio pero con los papeles cambiados.

7 • Vuelve a poner el CD, parando después de cada intervención para que la repitan juntos. • Que se fijen en la acentuación de amazing y fantastic. • Pídeles que repitan las preguntas y las respuestas unas cuantas veces con la entonación y la acentuación adecuadas, tanto individualmente como en grupo. • En parejas, que practiquen el diálogo y que luego lo repitan intercambiándose los papeles.

Step 3: Write 8 • Escribe en la pizarra las palabras concert, football match, cinema. • Diles que miren las entradas y escojan uno de los espectáculos. • Que se inventen las respuestas.

9 • Individualmente, que escriban su diálogo basándose en el modelo del libro y las expresiones esenciales para hablar de cosas ocurridas en el pasado del Communication kit. • Obsérvalos mientras escriben, ayudándolos si es necesario.

Step 4: Communicate 10 • En parejas, que practiquen los diálogos. • Para practicar un poco más, que se intercambien los papeles en ambos diálogos.

11 • Di a algunas parejas que representen el diálogo para toda la clase. Integrated skills: Workbook, pág. 118

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UNIT

egrated skills integrated skills TALKING ABOUT PAST EVENTS

Hi! Did you have a good weekend? What did you do? Really? How was it? Wow! Cool. Oh, it was (4) … . Nothing (5) … . I went shopping. Ejercicio 6 1 amazing 2 fantastic 3 great 4 all right 5 special

6

Yes, I did. It was (1) … ! I went to a music festival with my brother. It was (2) … ! I saw some (3) … bands. Anyway, what about you? How was your weekend? What did you do? Oh well. Next time you can come with us!

3.26 Listen and complete the dialogue with the words in the box.

fantastic

all right

great

special

amazing


Step 3: Write

What did you do last weekend? I went to … How was it? It was …

BIT G

RO

W

RES EN

EM

AP

HOB

CIN

ION


COMMUNICATION KIT Did you have a good weekend? Yes, I did. It was great / amazing / fantastic! No, not really. It was boring / terrible! What did you do? What about you? I went to … with … . Nothing special.

16

SEA T

OR

The Emirates Stadium

THE

Saturday 28 April

TS

7.30

Arsenal vs Everton 3.00pm Kick-off

Hi! Did you have a good weekend? Yes, I did. It was …

Talking about past events

presents

Doors open at


8 Look at the tickets. Choose an event and imagine you went there last weekend. Invent answers to the questions.

£25

9 Write a dialogue about your weekend. Use your notes from exercise 8 and the dialogue in exercise 6 to help you.


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Writing

A personal profile 1 Ejercicio 1 1 the USA 2 She is a singer and musician. 3 1989 4 at the age of 12 5 the GRAMMY Award for album of the year 6 Red

3.27 Read and listen to the profile of Taylor Swift. Then answer the questions.

1 Where is Taylor Swift from? 2 What does she do? 3 When was she born?

4 When did she become interested in music? 5 What prize did she win? 6 What is her fourth album called?

TAYLOR SWIF T: SINGER AND MUSICIAN Taylor Swi f t is a famous American singer and musician. She plays the guitar, piano and ukelele. Her favourite t ype of music is countr y. I think her songs are great – they ’re original and unusual. Taylor was born in Pennsylvania in 1989. At the age of 12, she star ted to play the guitar. She wasn’t happy at school and she began to write songs about her li fe. When she was 14, her family moved to Nashville – the home of countr y music. In 2006, Taylor made her first album. Two years later, she made her second album, Fearless. Taylor won the GRAMMY Award for ‘album of the year’ when she was only 19 years old. Her third album, Speak Now, came out in 2010 and she made her four th album, Red, two years later.

2 Study the Writing focus. How do you say the words in italics in your language?

Write a personal profile of a famous singer or musician.

WRITING FOCUS

Ejercicio 3 in 1989 when she was only 19 years old in 2010

Time expressions At the age of 12, Taylor started to play the guitar. When she was 14, her family moved to Nashville. In 2006, Taylor made her first album. Two years later, she made her second album. 3 Read the profile again. Find three more examples of time expressions. 4 Match 1–4 with a–d to make sentences.

Ejercicio 4

1 2 3 4

1 d 2 a 3 c 4 b

She began to write songs Taylor was born She won the GRAMMY Award Taylor made her second album

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Writing task

a) in 1989. b) in 2008. c) at the age of 19. d) when she was at school.

Plan Choose a famous singer or

musician. Find out about his / her life. Make notes about the singer using the questions in exercise 1. Write Write three paragraphs: 1 Introduction and your opinion 2 Information about his / her early life 3 Information about his / her work Check Check your writing.

✔ time expressions ✔ past simple verbs ✔ vocabulary for instruments and adjectives of opinion


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Writing A personal profile Objetivos de la lección aprender a redactar un texto usando • expresiones temporales escribir el perfil personal de un músico o • cantante famoso

Warmer Piensa en un cantante que los alumnos conozcan. Tienen que adivinar de quién se trata haciéndote preguntas, pero tú solo puedes utilizar las respuestas breves y Yes o No, p ej., Is he a man? No, she isn’t. Is she Spanish? Yes, she is. Does she sing poprock songs? Continúa hasta que los niños adivinen el nombre del cantante.

1

3.27 • Haz que los alumnos miren la foto de la cantante y pregúntales si la conocen. • Diles que lean las preguntas. • Pon el CD para que escuchen el perfil y lo lean en sus libros. Luego, que escriban las respuestas. • Que las comparen en parejas. • Corregidlas todos juntos.

3 • Di a los alumnos que busquen tres expresiones temporales más en el perfil. • Que las copien en sus cuadernos. • Comprobadlas todos juntos.

4 • Que relacionen las dos partes de las oraciones. • Luego, que vuelvan a leer el perfil para comprobarlas. • Corregid las oraciones todos juntos.

Writing task El objetivo de este ejercicio es que escriban de forma guiada un texto para practicar el uso correcto de las expresiones temporales, el past simple, vocabulario de instrumentos y adjetivos para expresar opiniones. Pídeles que sigan los pasos del Student’s Book. Obsérvalos mientras escriben y ayúdalos con vocabulario si lo necesitan. Cuando lleguen al Check, que se intercambien los cuadernos y corrijan el texto de un compañero.


Culture note Además de su carrera musical, Taylor Swift también ha participado en la serie de detectives CSI: Crime Scene Investigation (2009), la comedia romántica Historias de San Valentín (2010), la película de animación Lorax: en busca de la trúfula perdida (2012) y la serie de televisión New Girl (2013).

2 • Di a los alumnos que lean el Writing focus. • Anímalos a traducir a su lengua las expresiones temporales en cursiva.

Language note Todas estas expresiones temporales pueden ir tanto al principio como al final de la oración, p. ej. Taylor made her first album in 2006. Si van al final, no hace falta poner una coma delante.

T 92


Grammar


• Diles que lean las oraciones de ejemplo en past simple y asegúrate de que saben cómo formar este tiempo verbal correctamente. • Pídeles que lean las oraciones de ejemplo con expresiones temporales en pasado y asegúrate de que las entienden. Que las traduzcan a su lengua si es necesario. • Diles que consulten la Grammar reference de las páginas 98–99 del Workbook cuando repasen la gramática.


Speaking • Comprueba que entienden el significado de las expresiones para hablar de cosas que han ocurrido en el pasado. • Diles que representen un diálogo entre dos personas que están comentando lo que han hecho el fin de semana.

T 93


Tests and Exams



UNIT

Study guide Grammar Past simple: affirmative and negative affirmative


watched the band. played the guitar.

negative


didn’t watch the band. didn’t play the guitar.

Past simple: questions and short answers questions

Did I / you / he / she / it / we / you / they go to the concert ? short answers

Yes, I / you / he / she / it / we / you / they did. No, I / you / he / she / it / we / you / they didn’t.

LEARNING TO LEARN Make sure you check if verbs are regular or irregular. Always look in the Irregular verb list on page 126 if you aren’t sure. There aren’t any rules for irregular verbs – you just have to learn them!

Past time expressions last

night / weekend / month / year

in

May / 2014

two hours / days / months

ago

Vocabulary Instruments and musicians bass drums guitar keyboards piano vocals

bass player drummer guitarist keyboard player pianist singer choir orchestra conductor

Adjectives of opinion amazing annoying boring catchy great lively loud

original quiet rubbish surprising terrible traditional unusual

Speaking Talking about past events Did you have a good weekend? Yes, I did. It was great / amazing / fantastic! No, not really. It was boring / terrible! What did you do? What about you? I went to … with … . Nothing special.

I played my guitar last night. My friend went to a festival in April. I went to a Maroon 5 concert three months ago.


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UNIT

special days

Objetivos de la unidad y competencias clave En esta unidad los alumnos aprenderán… • a entender, memorizar y usar correctamente palabras relacionadas con celebraciones CCL CMCT CSC • a comprender, memorizar y usar correctamente los adverbios CCL • a entender y usar correctamente estructuras gramaticales de futuro y buscar paralelismos con su lengua materna CCL CAA • sobre fiestas nacionales del Reino Unido CCL CMCT CEC • sobre diferentes tipos de celebraciones del Reino Unido, viendo un vídeo corto CCL CSC CEC

En esta unidad los alumnos aprenderán a… • buscar información específica en un blog CCL CD CEC

• buscar información sobre la fiesta de la mayoría de edad CCL CD CEC SIE • buscar información específica en una entrevista de un periódico CCL CMCT CEC • hablar sobre cómo la gente celebra días especiales CCL CSC • escribir una invitación CCL CSC CEC • leer un póster sobre una excursión y escuchar a unas personas hablando sobre los preparativos para hacerla CCL CSC • prepararse un tema para un examen de speaking CCL CAA


Destrezas



• Celebraciones: give presents, sing songs, send cards, etc. • Adverbios: quickly, hard, happily, etc.

• Leer un blog sobre días especiales • Leer un texto sobre las fiestas nacionales del Reino Unido • Leer un folleto sobre un festival

Gramática


• Be going to en afirmativa, negativa e interrogativa • El present continuous para hablar de planes de futuro

• Escribir un diálogo personalizado • Escribir una invitación en tres pasos: planear, escribir, repasar

Lenguaje útil

• Escuchar el fragmento de una noticia sobre buenos propósitos para el Año Nuevo • Escuchar a unas personas planificando una excursión

• Expresiones para hacer planes • Frases para interactuar con un compañero en un examen oral

Pronunciación • Ritmo y acentuación de la oración

Comprensión oral

Expresión oral: interacción • Intercambiar información sobre celebraciones y fiestas • Hacer preguntas sobre intenciones de futuro y responderlas

Expresión oral: producción • Prepararse para representar un diálogo sobre la planificación de una excursión • Prepararse un tema para un examen de speaking


Estrategias de aprendizaje y destrezas del pensamiento • Saber cuál tiempo verbal es el adecuado para hacer planes y cuál para hablar de intenciones

Evaluación • Test de la Unidad 9: Basic, Standard y Extra • Test del 3r trimestre, Unidades 7–9: Basic, Standard y Extra • CEFR Skills Exam Generator

External exam trainer • Speaking: hablar sobre un tema

Materiales digitales Pulse Live! Digital Course, que incluye: • Tablas de gramática interactivas • Vídeo modelo de expresión oral: hacer planes • Vídeo con material cultural: celebraciones del RU Página web del alumno

Conciencia cultural • Fiestas en el mundo • Fiestas nacionales de Inglaterra, Irlanda y Gales • Símbolos nacionales del RU • Comparar las fiestas locales y nacionales del Reino Unido e Irlanda con las de su país

Contenidos interdisciplinares • Tecnología: buscar información en internet, hacer un glog • Lengua y literatura: Shakespeare, Día Mundial del Libro, convenciones para escribir una invitación


Competencia digital • Web quest: trabajo sobre las fiestas de la mayoría de edad • Worksheet de competencia digital: hacer un cómic


Materiales de ampliación • Actividad para fast-finishers: Student’s Book, página 95 • Actividades extra: Teacher’s Book, páginas T94, T96 • Teacher’s Resource File: ‘Vocabulary and Grammar Extension worksheets’, páginas 37–38


UNIT THINK ABOUT IT Make a list of special days that people celebrate each month in your country. January - New Year’s Day

Ejercicio 2 The people are from the USA, the UK and Australia. 1 decorate 2 sing 3 watch 4 watch 5 wear 6 have 7 send 8 give 9 go 10 visit

Vocabulary and Speaking Celebrations 1

3.28 Listen and repeat the words in the box. Which things do you do for someone’s birthday?

eat special food visit relatives watch street parades send cards give presents have a party go to church decorate the house sing songs watch fireworks wear a costume have fun 2 Read the article. Where are these people from? Complete the text with verbs from exercise 1.

Special days around the world 4th July – Independence Day

25th December – Christmas

On Independence Day, we often (1) ... the house in the colours red, white and blue and we have a party at home. We (2) ... special songs, (3) … street parades and (4) ... fireworks in the evening.

Here, Christmas is in the summer holidays – it’s often 30°C! We usually (7) ... cards and (8) … presents and we eat special food. Some people (9) … to church, but in my family, we usually (10) ... relatives and have a picnic on the beach!

31st October – Halloween At Halloween I always (5) ... a costume – this year I’m a witch. My friends and I go to a party at the youth club – we always (6) ... fun!

3 Read the Look! box. Then write the dates of the special days from Think about it.

New Year’s Day is on 1st January.

Ordinal numbers We use ordinal numbers for dates. 1st = first 12th = twelfth 3rd = third 23rd = twenty-third

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4 Choose three celebrations. Write them on a piece of paper and give them to your partner.

18th March: my birthday

LOOK!

94

EXPRESS YOURSELF

5 Work in pairs. Ask and answer questions about your celebrations from exercise 4.

How do you usually celebrate your birthday? I usually have a party and ...


29/08/2013 17:10

Vocabulary and Speaking Celebrations Objetivos de la lección • aprender vocabulario relacionado con las actividades de un día de fiesta • repasar los números ordinales para hablar de fechas • hablar sobre celebraciones

Warmer Escribe en la pizarra cuatro o cinco meses del año con las letras mezcladas, p. ej., s u g t a u (August), o e r b c t o (October). Di a los alumnos que se pongan en parejas y que las escriban en el orden correcto.

Think about it Anímalos a decir los nombres de los meses ordenados correctamente y escríbelos en la pizarra. En parejas, que hagan una lista por meses de las fiestas que se celebran en su país.

1

3.28 • Diles que lean las palabras del cuadro. • Pon el CD para que lo escuchen y lean las palabras. • Pregúntales qué cosas del cuadro suelen hacer cuando celebran un cumpleaños.

2 • Diles que lean el artículo y miren las fotos. Anímalos a decir de dónde es la gente (EE. UU., Reino Unido o Australia). • Individualmente, que completen los espacios del texto con las palabras del ejercicio 1. • Que comparen sus respuestas en parejas. • Compruébalas con toda la clase.

Culture note Estados Unidos proclamó su independencia del Reino Unido el 4 de julio de 1776. Su primer presidente fue George Washington, que empezó a gobernar en 1789. Actualmente, el Día de la Independencia es una fiesta que se celebra en todos los estados del país. Suele denominarse 4 de Julio o Día Nacional de los Estados Unidos.

3 • Haz que lean la información sobre los números ordinales y las fechas del cuadro Look! • Repasad los números ordinales desde first hasta tenth y diles que se fijen sobre todo en los irregulares. • Diles que escriban las fechas de la lista de fiestas de su país que hicieron para el ejercicio Think about it! • Comprueba las respuestas con toda la clase.

Language note Recuerda a los niños que hay dos maneras de decir las fechas (the third of August o August the third, p. ej.) y que puedes escribirlas de tres formas distintas: 3rd August, August 3rd o 3 August. No es necesario poner the ni of al escribirlas, pero sí que se pronuncian al decirlas. EXPRESS YOURSELF

4 • Diles que elijan tres celebraciones (p. ej., their birthday, Christmas, New Year’s Eve). • Luego, que las anoten en un papel. • Que se pongan en parejas. • Diles que se intercambien el papel con su compañero.

5 • Pide a dos alumnos que lean en voz alta para toda la clase la pregunta y la respuesta de ejemplo. • Que las parejas se hagan las preguntas sobre las celebraciones elegidas y las respondan. • Escuchad a algunas parejas todos juntos.

Extra activity Haced un juego de adivinanzas en parejas. Diles que piensen en el mejor regalo de cumpleaños o de Navidad que les han hecho. Luego, que intenten adivinar el del compañero haciéndole preguntas. Solo pueden utilizar las respuestas breves y Yes o No, p. ej., Was it a bicycle? No, it wasn’t. Was it connected with sport? Yes, it was.


T 94

Reading Text type: A blog Objetivos de la lección leer un blog • hablar sobre las fiestas de cumpleaños •

EXPRESS YOURSELF

4 • Individualmente, que respondan las preguntas. • Que comparen sus respuestas en parejas. • Compruébalas con todo el grupo.

Finished? Warmer Pídeles que se levanten y se pongan de espaldas a la pared del aula formando una línea de lado a lado. Luego diles que se ordenen según su fecha de cumpleaños, de izquierda a derecha, del 1 de enero al 31 de diciembre. Para ello preguntan When’s your birthday? al compañero, que debe responder en inglés, p. ej., the tenth of January. Comprueba que el orden es el correcto haciendo decir a cada alumno su fecha de nacimiento.

1

3.29 • Diles que lean la pregunta. • Pon el CD para que escuchen el blog y busquen la respuesta en el texto del libro. • Comprueba las respuestas con toda la clase.

Word check Asegúrate de que entienden todas las palabras.

Culture note En muchos países, cumplir los 13 es especial porque significa la entrada a la adolescencia, y también los 18, que marcan la mayoría de edad. En Inglaterra, los 21 también son especiales, ya que hasta 1970 marcaba oficialmente la edad adulta.

2 • Escribe en la pizarra I watched a film on TV last night. It was really good. • Pregúntales a qué se refiere It (the film). • Diles que miren las palabras en verde del blog y el ejemplo. • Que anoten a qué se refieren las palabras en verde. • Comprueba las respuestas con toda la clase.

3 • Diles que lean las preguntas con atención y asegúrate de que las entienden. • Que lean el blog otra vez y busquen las respuestas. • Que las comparen en parejas. • Comprobadlas todos juntos. T 95

Pide a los que acaben primero que hagan una lista de 13 cosas que les gustaría hacer este año. Diles que pueden inspirarse en la lista de nuevas aventuras de James.

Web quest Que hagan un trabajo sobre las ceremonias para celebrar la mayoría de edad. Haz que se fijen en el Web quest tip.

1 • Haz grupos separados de niños y niñas para que busquen información sobre las dos celebraciones. • Diles que se conecten a un navegador, como Internet Explorer. Que introduzcan el nombre de la ceremonia en un buscador (Google, p. ej.). 2 • Que busquen toda la información que puedan de la fiesta respondiendo las preguntas con wh- (Where? What? Why? When? Who?) y compartan la información dentro del grupo. 3 • Después, que cada grupo comparta la información. • Por último, que expliquen las conclusiones de la investigación a la clase.

UNIT

Reading A blog Ejercicio 1

1

3.29 Read and listen to the blog. Why has James chosen to have 13 adventures during the next year?

Because it’s his 13th year.

25th June Next Saturday I’m going to be 13 ...

… and I’m having a big party! After that, it’s going to be a special year. I’m going to have 13 new adventures (click on the links to see more about them). Enjoy my blog and please send me your comments! June (2) July (1) About me View my profile Photo album

My 13 adventures 1 2 3 4 5 6 7 8 9 10 11 12 13

Ejercicio 2 me – James it – James’ blog it – the house her – James’ aunt

Ejercicio 3

Visit London Go to Wembley Try 13 new sports Go camping Join a band Run a 5 k race Learn Spanish Read 13 books Learn to juggle Learn to cook Travel by plane Do voluntary work Get a dog!

Posted by Hazel at 20:32

Great idea, James – I love your list of adventures! Your blog looks great and I’m looking forward to reading it. Are you going to put more photos in the album? 29th June Tomorrow’s the big day!

My brother’s decorating the house – he’s going to fill it with balloons! And my sister’s making an enormous chocolate cake. Posted by Aunt Anne at 17:12

Happy birthday, James! Have a great day. Sorry I can’t come to your party. 1st July It’s official: I’m a teenager!

The party was fantastic! Thanks to all my friends and relatives for the amazing presents. Now my year of adventure begins … with a trip to London! My aunt lives there and I’m going to visit her. She’s going to take me to watch Manchester United play at Wembley! Posted by John at 10:52

Congratulations on becoming a teenager! Have fun in London. What are you going to do for your next adventure?

Word check look forward to (+ -ing) balloon trip teenager Congratulations!

2 Look at the green words in the blog. What or who do they refer to? them = James’ new adventures 3 Read the blog again and answer the questions. 1 What is James going to do to celebrate being 13? 2 What are James’ brother and sister doing on 29th June? 3 Who can’t come to James’ birthday party? 4 Where does James’ aunt live? 5 What are James and his aunt going to do?

4 Answer the questions. 1 How did you celebrate your last birthday? 2 How are you going to celebrate your next birthday? 3 Which birthdays are most important in your country?

1 He’s going to have 13 (new) adventures. FINISHED? 2 His brother’s Write a list of 13 things you would like to do this year. decorating the house by filling it with balloons and his sister’s WEB QUEST making an enormous Make a class project about coming-of-age ceremonies. chocolate A librarian can help you find 1 Girls: Find out about the Apache sunrise dance. cake. information in books and on Boys: Find out about the Satere-Mawe tribe’s bullet ant gloves. 3 James’ Aunt the internet. Ask for help! 2 Answer these questions: Where? What? Why? When? Who? Anne. 3 Work together in your group and share your research. Then tell 4 In London. 95 Interactive Grammar Table: Workbook page xx the rest of the class. 5 They’re going to watch Manchester United play 9780230429697_Pulse_09.indd 95 29/08/2013 at Wembley.

17:10

Grammar

Ejercicio 1

be going to

1 ’re going to 2 isn’t 3 Are We use be going to for the future.

EXPRESS YOURSELF

1 Read the table. Then copy and complete 1–3. Do we use be going to for the past, present or future? affirmative

Ejercicio 2 1 I’m going to sing songs. I’m not going to sing songs. 2 My friend’s going to go to church. My friend isn’t going to go to church. 3 We’re going to decorate the house. We aren’t going to decorate the house. 4 My mum’s going to make a cake. My mum isn’t going to make a cake. 5 They’re going to have a party. They aren’t going to have a party.

Ejercicio 3 2 Are you going to have 3 ’m going to have 4 are you going to cook 5 ’m not going to cook 6 ’re going to have 7 ’s going to pay 8 aren’t going to tell 9 Are you going to invite

I’m going to have a party. You’re going to have fun. He / She / It’s going to make a cake. We / You / They (1) … going to send cards. negative

I’m not going to visit relatives. You’re not going to eat special food. He / She / It (2) … going to sing songs. We / You / They aren’t going to celebrate.

4 Write questions about your intentions. Where / live / when you’re older? Where are you going to live when you’re older? 1 2 3 4 5


Where are you going to live when you’re older? I’m going to live in Paris!


(3) … you going to watch fireworks? Is he / she / it going to celebrate? Are we / you / they going to have fun?

Yes, I am. / No, I’m not. Yes, he / she / it is. No, he / she / it isn’t. Yes, we / you / they are. No, we / you / they aren’t.

2 Order the words to make affirmative sentences. Then make them negative. watch / to / parades / We / the / are / going . + We are going to watch the parades. - We aren’t going to watch the parades. 1 2 3 4 5

sing / I’m / going / songs / to . go / is / My / friend / going / to / church / to . going / We’re / decorate / to / house / the . cake / make / mum’s / My / to / going / a . party / a / They’re / going / have / to .

3 Complete the dialogue with the affirmative, negative or question forms of be going to. Ben: How (1) are you going to celebrate (you / celebrate) your birthday? (2) … (you / have) a party? Ann: No, I (3) … (have) dinner with friends. Ben: Really? What (4) … (you / cook)? Ann: I (5) … (not cook)! We (6) … (have) dinner in a restaurant. My grandad (7) … (pay)! Ben: Wow! Which restaurant? Ann: I don’t know – it’s a surprise. They (8) … (not tell) me until my birthday. Ben: Cool. (9) … (you / invite) me?! 3.30–3.31

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How / you / celebrate / your next birthday? What presents / you / ask for? you / travel / this summer? What / you / do / during the holidays? you / study English / at university?

Object pronouns

Ejercicio 4 1 How are you going to celebrate your next birthday? 2 What presents are you going to ask for? 3 Are you going to travel this summer? 4 What are you going to do during the holidays? 5 Are you going to study English at university?

6 Look at the table. How do you say the blue words in your language? subject pronouns

I

you

he

she

it

we

you they

object pronouns

me you him her it us you them We use object pronouns to replace nouns that are the object of a sentence. My aunt lives in London. I’m going to visit her. 7 Copy and complete the sentences with your own ideas and an object pronoun.

My aunt lives in London. I sometimes visit her . 1 In my country, we often eat … at Christmas. I love … ! 2 In my town, there are fireworks on … . I sometimes / never watch … . 3 Our English teacher’s name is … . He / She doesn’t usually give … homework in the holidays. 4 My best friend often goes to the … . I sometimes go with … .

Ejercicio 7 1 students’ own answers; it / them 2 students’ own answers; them 3 students’ own answers; us 4 students’ own answers; her

ANALYSE Is the word order for be going to sentences similar or different in your language?

Pronunciation lab: Rhythm and sentence stress, page 125


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Grammar be going to Objetivos de la lección aprender y usar be going to en afirmativa, • negativa e interrogativa para hablar del futuro, y a responder con respuestas breves repasar los pronombres sujeto y los • pronombres personales

Warmer Escribe en la pizarra a card, a present, the house, fun, a party, special food, a cake. En parejas, que escriban verbos que puedan acompañarlos para formar expresiones relacionadas con celebraciones. Anímalos a dar ejemplos y escríbelos en la pizarra, p. ej., send, give, decorate, have, have, eat, make.

1 • Explica que usamos el verbo be en present simple con going to (be going to). • Que copien las tablas y las completen. • Comprueba las respuestas con toda la clase. • Diles que be going to indica futuro.

Language note Las respuestas breves a las preguntas con be going to son igual que en present continuous, p. ej., Is she making a cake? Yes, she is. Is she going to come to the party? Yes, she is. No repetimos going to en la respuesta.

2 • Diles que lean las oraciones de ejemplo. • Que escriban oraciones afirmativas reordenando las palabras. • Que pasen las oraciones a negativa. • Compruébalas con toda la clase.

3 • Pídeles que lean el diálogo con atención. • Que completen el texto con los verbos entre paréntesis y be going to en afirmativa, negativa o interrogativa. • En parejas, que comparen sus respuestas. • Comprobadlas todos juntos.

5 • Di a dos niños que lean la pregunta y la respuesta de ejemplo para toda la clase. • Que cada alumno escriba sus propias respuestas a las preguntas del ejercicio 4. • En parejas, que se hagan las preguntas y las respondan. • Escuchad a algunas parejas todos juntos.

Extra activity En parejas, que escriban dos o tres preguntas más con going to y las añadan a las del ejercicio 4, p. ej., What are you going to do next weekend? Luego, que se hagan las preguntas y las respondan con otra pareja.

Object pronouns 6 • Haz que miren la tabla. • Que traduzcan las palabras en azul. • Indica que los pronombres personales se refieren al sujeto de una oración. • Escribe en la pizarra las oraciones de ejemplo. • Anímalos a decir que I es el sujeto de la segunda oración. • Señala que los pronombres personales sustituyen a los nombres o sintagmas nominales que son el sujeto de una oración.

7 • Haz que se fijen en el ejemplo y asegúrate de que entienden el ejercicio. • Diles que completen cada par de oraciones con sus propias ideas y los pronombres personales correctos. • Comprueba las respuestas con toda la clase.

Analyse Pide a los alumnos que traduzcan I am going to a su lengua. Pregúntales si el orden de las palabras es igual o diferente que en inglés.

Pronunciation lab: Rhythm and sentence stress, página 125

EXPRESS YOURSELF

4 • Lee en voz alta la pregunta de ejemplo. • Diles que usen las palabras dadas para escribir más preguntas con be going to. • Que comparen sus respuestas en parejas. • Compruébalas con todo el grupo.


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Vocabulary and Listening Adverbs

4 • Diles que copien los adjetivos en la columna correcta. • Luego, que formen los adverbios. • En parejas, que comparen sus respuestas. • Compruébalas con toda la clase. Destaca los adverbios irregulares far y fast, el cambio de -y a -i en noisily, la omisión de la -e en adverbios cuyo adjetivo termina en -le, p. ej., terribly, y que doblamos la l final en wonderfully.

Objetivos de la lección • aprender algunos adverbios aprender a escuchar información • específica

Warmer Escribe en la pizarra: quiet, difficult, safe, unhappy, good, fast. En parejas, que escriban sus antónimos. La primera que los escriba correctamente es la ganadora (loud, easy, dangerous, happy, bad, slow).

1

3.32 • Comprueba que entienden intention y resolution. • Diles que lean el quiz. • Pon el CD para que escuchen los adverbios en azul y los repitan. • Destaca la pronunciación y la acentuación de regularly /ˈregjələlɪ/.

2 • Haz que lean el quiz otra vez y elijan la respuesta a o b para cada pregunta. • Que calculen su puntuación final. • Diles que lean el comentario correspondiente. • En parejas, que comparen sus puntuaciones totales. • Averigua qué alumnos van a portarse muy bien este año.

Look! Comprueba que los niños entienden lo que es un adverbio: una palabra que indica cómo hacemos una cosa.

3 • Diles que lean las reglas ortográficas para formar adverbios de la página 103. • Que copien la tabla en sus cuadernos con los adverbios del quiz en la columna correcta. • Luego, que escriban los adjetivos para estos adverbios en la columna correspondiente. • En parejas, que comparen las respuestas. • Compruébalas con toda la clase y resalta los adverbios irregulares (hard y well).

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5 • Haz que lean las buenas intenciones e identifiquen los adverbios. • Comprueba las respuestas con toda la clase.

6

3.33 • Que los niños copien las buenas intenciones del ejercicio 5 en sus cuadernos. • Pon el CD para que las ordenen cronológicamente. • Comprobadlas todos juntos.

7 • Haz que lean las preguntas atentamente. • Pon el CD otra vez para que escriban las respuestas. • En parejas, que las comparen. • Corrígelas con toda la clase.

3.33 Transcripción, ejercicios 6 y 7 Newsreader Now it’s over to Rob Porter live in London. Rob Thanks, Sophie! I’m here next to the River Thames, waiting for the fireworks! There are thousands of people here to celebrate the New Year. While we wait for the fireworks, I’m going to ask a few people if they’ve made any resolutions. Hello! What are your resolutions for the new year? Person 1 I’m going to learn a new language – I want to learn Spanish! Rob Spanish? Great! And what about you? Person 2 I’m going to exercise more regularly. Rob Great idea! How about you? Person 3 I’m going to eat well and be more healthy! Rob So many good intentions! Person 4 Yeah – I’m going to study hard and pass all my exams this year! Rob And how about you? Person 5 Me? I’m going to be happy and have more fun! Rob And that starts now, right? It’s nearly midnight. Here’s Big Ben ... Happy New Year everyone!!

UNIT

Vocabulary and Listening Adverbs 1 Ejercicio 3 adverbs loudly, nicely, healthily, regularly, well, easily, dangerously, happily, badly adjectives loud, nice, healthy, regular, good, easy, dangerous, happy, bad

2 Do the quiz. What’s your score? LOOK! We use adverbs to describe how we do things. I’m happy. I’m going to live happily! 3 Read the spelling rules on page 103. Then copy and complete the table with the adverbs from the quiz. Adverb quickly hard

Ejercicio 4 adverbs noisily, quietly, bravely, safely, fast, terribly, wonderfully

Ejercicio 5 a hard b regularly e well

Adjective quick hard

4 Add the adjectives in the box and their adverb form to the table in exercise 3. noisy fast

quiet terrible

brave safe wonderful

5 Read the resolutions. How many adverbs can you find? a) I’m going to study hard and pass all my exams this year. b) I’m going to exercise more regularly. c) I’m going to learn a new language. d) I’m going to be happy and have more fun! e) I’m going to eat well and be more healthy.

Ejercicio 6 1 c 2 b 3 e 4 a 5 d

3.32 Read the quiz. Listen and repeat the adverbs in blue.

6

3.33 Listen to an extract from the news. In what order do you hear the resolutions in exercise 5?

7 Listen again and answer the questions.

Ejercicio 7 1 New Year’s Eve 2 in London next to the River Thames 3 the fireworks 4 Spanish 5 It’s nearly midnight. 6 Big Ben (striking midnight) and the fireworks

1 2 3 4

What day is it? Where is the reporter? What are the people waiting for? Which language does the woman want to learn? 5 What time is it at the end of the report? 6 What do you hear at the end of the report?

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Have you got good intentions? Today is a good day to reconsider your resolutions for the year!

1 School

What’s your attitude to school this year? a) Maximum results with minimum effort. I’m going to do my homework as quickly as possible so I can go out with my friends! b) I’m going to work hard and practise my English every day!

2 Home and family

Are you an angel or a little devil at home? Choose your resolution: a) My room is my space … I’m going to play my music as loudly as I want! b) I promise to tidy my room and speak nicely to my brother or sister.

3 Health and fitness

Are you planning to be healthier this year? a) No way! My health regime starts next year … b) Yes – I’m going to eat healthily, relax more and do sport regularly.

4 Friends

end? Are you a good fri ndreds friends? I’ve got hu a) Who needs real on Facebook! at my us! I’m going to tre b) Friends are precio ends fri w ne ke ma d an old friends well more easily.

5 The year ahead

What’s your motto for the year ahead? a) Live dangerously – you’re only young once! b) Live happily – that’s the most important thing!

Points: a = 2 b = 3

Your score: 10–12 What a disaster! Do you really want to behave so badly this year?


13–15 Great! You’ve got so many good intentions. You’re going to do very well this year!

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Fact box

Cultural awareness

National days Ejercicio 1

1 Look at pictures a–c. Which special days do they show?

a St Patrick’s Day b St Andrew’s Day c St David’s Day

2

Ireland

Wales

St Patrick’s Day 17th March

St David’s Day 1st March

Scotland

3.34 Read and listen to the text. Find these words.

1 The adjectives for Ireland, Scotland, Wales and England. 2 The name of a religion. 3 The name of a flower.

St Andrew’s Day 30th November

England St George’s Day 23rd April

Ejercicio 2

Let’s celebrate our special days!

1 Irish, Scottish, Welsh, English 2 Christianity 3 daffodil

It’s St Patrick’s Day and everybody is wearing green clothes and painting their faces! This afternoon we’re watching the street parades in the city centre. Did you know that the Irish patron saint was actually born in Wales? He travelled far from home and brought Christianity to Ireland in the 5th century.

Here in Scotland, St Andrew’s Day is a national holiday and most people celebrate it. This evening my friends and I are going to a ceilidh – a big party with traditional music and dancing. Guess what? Saint Andrew wasn’t Scottish! He was from Israel and he became one of Christ’s 12 apostles. b

England’s patron saint is Saint George. In the legend, he killed a dragon and rescued a princess. St George’s Day isn’t a national holiday in England, but there are folk festivals and celebrations in some English towns and villages.

It’s St David’s Day and many Welsh people wear a daffodil, the national flower of Wales, and traditional clothes. Our patron saint was a Welsh monk. He was born in the 6th century, and legend says that he worked very hard and lived happily to the age of 100! c

a

Ejercicio 3 1 They wear green clothes, paint their faces and watch or take part in street parades. 2 He was one of Christ’s 12 apostles. 3 A daffodil and traditional clothes. 4 In the 6th century. 5 He killed a dragon and rescued a princess.

Word check patron saint century apostle monk legend

3 Read the text again and answer the questions. 1 2 3 4 5

How do people celebrate St Patrick’s Day? Who was Saint Andrew? What do people wear on St David’s Day? When was Saint David born? In the legend, what did Saint George do?

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CULTURAL

COMPARISON

4 Answer the questions. 1 Has your town or village got a patron saint? 2 How do people celebrate your town or village’s special day? 3 Is there a national day in your region / country?

Interactive Grammar Culture Table: video:Workbook Ways to page celebrate xx in the UK

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Cultural awareness National days

2

• Comprueba que entienden el ejercicio. • Pon el CD para que sigan el texto en sus libros y busquen las palabras. • Luego, que las anoten en sus cuadernos. • Compruébalas con toda la clase.

Objetivos de la lección leer un texto sobre las fiestas nacionales • de los cuatro países que forman parte del Reino Unido buscar información específica en un texto • hablar sobre las fiestas nacionales y las • celebraciones de su país

3.34

3

• Diles que lean la primera pregunta. • Que vuelvan a leer el texto y busquen las respuestas. • Pídeles que comparen las respuestas en parejas o grupos pequeños. • Comprobad las respuestas todos juntos.

4

• Que respondan las preguntas individualmente. • Luego, que las comparen en parejas. • Escuchad las respuestas todos juntos.Culture

Enlace web recomendado www.projectbritain.com

CULTURAL

Warmer Di a los alumnos que cierren los libros, escribe en la pizarra the UK y anímalos a decir su significado (the United Kingdom). Pídeles que digan los nombres de los cuatro países del Reino Unido (England, Scotland, Wales, Northern Ireland). Haz que los deletreen y cópialos en la pizarra.

COMPARISON

Culture video: Ways to celebrate in the UK

1 • Señala el cuadro Fact box y diles los nombres y las fechas de las fiestas nacionales de los cuatro países. • Diles que relacionen las fotos a–c con los días del cuadro Fact box. • En parejas, que comparen las respuestas. • Compruébalas con toda la clase.

Word check Asegúrate de que entienden las palabras nuevas. Comprueba que saben lo que es century preguntándoles en qué siglo estamos: the 21st century. Que traduzcan las palabras a su lengua.

Culture note El narciso es uno de los símbolos nacionales de Gales. Los otros son una especie de cebolla alargada verde y blanca (leek), y el dragón rojo (red dragon), que también aparece en la bandera.

T 98

Grammar Present continuous for future plans

4 • Diles que escriban sus propias respuestas a las preguntas del ejercicio 3. • Haz que se fijen en el diálogo de ejemplo. • En parejas, que se hagan las preguntas y las respondan • Escuchad a algunas parejas todos juntos.

Objetivos de la lección aprender a usar el present continuous • para hacer planes leer un texto breve sobre Shakespeare •

Warmer Escribe en la pizarra dos o tres oraciones desordenadas en present continuous, p. ej., the at I reading book a moment am (I am reading a book at the moment); sister now doing homework her is my (My sister is doing her homework now). En parejas, que escriban las oraciones en orden correcto. Comprueba las respuestas con toda la clase. Esto les servirá para preparar el siguiente ejercicio.

1 • Haz que lean las oraciones a–d. • Diles que lean la información de la tabla y digan cuáles son las dos oraciones que se refieren al futuro. • Comprueba las respuestas con toda la clase. • Destaca que el present continuous puede referirse al presente y al futuro. Podemos saber a qué tiempo se refiere gracias a los adverbios de tiempo que lo acompañan (p. ej., at the moment = presente; this weekend = futuro).

2 • Haz la primera pregunta con toda la clase a modo de ejemplo. Anímalos a que la digan y anótala en la pizarra (Where are you going on holiday this year?). • Individualmente, que completen el resto del diálogo. • Que comparen sus respuestas en parejas. • Compruébalas con toda la clase. EXPRESS YOURSELF

3 • Haz la primera pregunta con los alumnos a modo de ejemplo. Anímalos a que la digan y escríbela en la pizarra. • Que escriban las demás preguntas individualmente. • Que las comparen en parejas. • Comprobadlas todos juntos.

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CLIL

5

6

Grammar in context: History

• Este ejercicio sirve para practicar el present continuous y los pronombres personales para hacer planes. • Primero, pide a los niños que lean el texto con atención. • Haz el primer ejemplo con toda la clase para explicar el ejercicio (la respuesta es ’m going). • Individualmente, que elijan la palabra o palabras correctas de las tres opciones. • Compara las respuestas con toda la clase.

3.35 • Pon el CD para que comprueben las respuestas del ejercicio 5. • Asegúrate de que entienden school trip (una excursión con la clase a un lugar interesante).

Culture note Stratford-upon-Avon es una pequeña ciudad histórica y comercial que tiene unos 25.000 habitantes. Está situada a 35 km al sureste de Birmingham y a 160 km al noroeste de Londres. Se trata de una ciudad muy turística: se calcula que cada año la visitan unos 5,5 millones de personas.

CLIL task Pídeles que investiguen sobre el Día Mundial del Libro. Anímalos a buscar información en internet sobre esta celebración en su país. Diles que compartan la información con los compañeros al principio de la siguiente clase. Digital course: Interactive grammar table Study guide: pág. 103

UNIT

Grammar

Present continuous for future plans Ejercicio 1 c and d

1 Read the table. Then choose two sentences from a–d which refer to the future. a) What are you doing at the moment? b) I’m studying English grammar. c) What are you doing this weekend? d) I’m playing football on Sunday morning. present continuous for future plans

s!

We use the present continuous to talk about specific plans with a fixed date or time in the near future. This afternoon I’m watching the parades. This weekend we’re visiting our cousins. Ejercicio 2 1 are you going 2 ’re going 3 Are you flying 4 ’s driving 5 ’m not going 6 ’m working

2 Complete the dialogue with the correct form of the present continuous. Kay: Where (1) … (you / go) on holiday this year, Dan? Dan: We (2) … (go) to Spain – to the Costa del Sol. Kay: Wow! That sounds great. (3) … (you / fly) to Málaga? Dan: No – my dad (4) … (drive) there. It takes about three days. Kay: Really? Well, have fun! I (5) … (not go) on holiday this summer. I (6) … (work) at the café for five weeks. Dan: Oh dear. I’ll send you a postcard from the beach!

CLIL

Grammar in context: History


Ejercicio 5 1 ’m going 2 are we going to 3 ’re visiting 4 is 5 us 6 her 7 easy 8 ’re going 9 it 10 good

3.35 Listen and check.

T

omorrow I (1) ’m going / go / went on a school trip to Stratford-upon-Avon – the town where Shakespeare lived. What (2) are we going to / we are going to / do we do there? In the morning, we (3) visit / ’re visiting / visited Shakespeare’s house. Our history teacher (4) am / is / are going to be our guide. Our English teacher is coming with (5) we / us / them too. We’re studying Hamlet with (6) she / her / it at the moment. It isn’t (7) easy / easily / hardly! In the afternoon, we (8) ’re going / go / went to the Swan Theatre to see Romeo and Juliet. That’s my favourite Shakespeare play – we studied (9) it / him / them last year. It’s going to be a (10) badly / good / well day!

EXPRESS YOURSELF Ejercicio 3 1 Where are you going this evening? 2 What are you doing tomorrow morning? 3 What are you doing on Sunday afternoon? 4 Where are you going in the summer holidays? 5 Are you doing anything special next week?

3 Write questions for 1–5. Use the present continuous for future plans. 1 2 3 4 5

Where / you / go / this evening? What / you / do / tomorrow morning? What / you / do / on Sunday afternoon? Where / you / go / in the summer holidays? you / do / anything / special / next week?


What are you doing this evening? I’m watching a DVD. What are you doing?

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CLIL TASK World Book Day is celebrated on 23rd April because Miguel de Cervantes and Shakespeare both died on 23rd April 1616. Go online. Find out about World Book Day in your country.


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integrated skills

integrated s

Going on a day trip Next Saturday I’m going on a day trip to Nottingham – there’s a festival for Saint George’s Day. Do you ever go on day trips?

Saint George’s Day Festival Saturday 10.30–4.30

10.30 11.30 12.30 1.30 2.30 3.30

gham

in Nottin

Opening of the festival by the Mayor of Nottingha m ‘The Battle of Saint George and the Dragon’ at Notti ngham Castle Morris dancers in the Market Square Archery and jousting at Nottingham Castle Brass band in the Market Square Scout parade through the city

N U F L THE FOR AL FAMILY!

There is also a Medieval market all day in the Mark

All events are FREE!

et Square.

Ejercicio 1

Step 1: Read

jousting the battle of Saint George and the dragon

1 Look at the poster. Which of the activities in the box can you see in the pictures?

Ejercicio 2 1 the Mayor of Nottingham 2 12.30 3 at Nottingham Castle 4 in the Market Square 5 4.30 6 There’s going to be a Scout parade through the city.

Morris dancing brass band jousting archery Scout parade Medieval market The battle of Saint George and the dragon 2 Read the information in the poster and answer the questions. 1 Who is opening the festival? 2 What time are the Morris dancers starting? 3 Where are they going to do the archery and jousting? 4 Where is the brass band going to play? 5 What time does the festival finish? 6 What is happening at 3.30?

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Step 2: Listen 3

Ejercicio 3

3.36 Listen to four teenagers talking about

going on a trip. Which four trips do they talk about? a) A school trip to an exhibition in London. b) A day trip to Windsor Castle. c) A trip to visit relatives in Manchester. d) A Scout trip to the mountains in Wales. e) A day trip to the beach at Blackpool. f ) A day trip to an amusement park. 4 Listen again and choose the correct answers. 1 Ann is going to visit the Science Museum / National Art Gallery. 2 Ben is going to stay with his cousins / grandparents. 3 Charlotte is going to stay at a youth hostel / campsite. 4 David is going to travel by car / bus.

a A school trip to an exhibition in London. c A trip to visit relatives in Manchester. d A Scout trip to the mountains in Wales. f A day trip to an amusement park.

Ejercicio 4 1 Science Museum 2 grandparents 3 campsite 4 car 29/08/2013 17:10

Integrated skills Going on a day trip Objetivos de la lección practicar las cuatro destrezas • leer un póster sobre un festival • escuchar a gente hablando sobre ir de • excursión escribir un diálogo personalizado • representar el diálogo •

Step 2: Listen 3

3.36 • Asegúrate de que saben lo que les piden. • Diles que lean detenidamente los enunciados de las seis excursiones. • Pon el CD para que identifiquen las cuatro excursiones mencionadas en el listening. • En parejas, que comparen las respuestas. • Compruébalas con toda la clase.

4 • Di a los niños que lean las oraciones y las Warmer Anímalos a decir los nombres de los cuatro países del Reino Unido y anótalos en la pizarra (England, Scotland, Wales, Northern Ireland). Luego, pregúntales cuáles son los patrones de cada país y anímalos a decir los nombres (George, Andrew, David, Patrick). Escribe cada santo al lado del país correspondiente.

Step 1: Read 1 • Diles que lean lo que dice Hazel y anímalos a responder la pregunta Do you ever go on day trips? • Diles que miren el póster y lean el programa de actividades. Explícales lo que es jousting: luchas de jinetes cabalgando con lanzas largas y puntiagudas. • Diles que miren las fotos y digan las actividades que muestran. • Comprueba las respuestas con toda la clase. Explica que archery es un deporte olímpico.

2 • Haz que lean las preguntas con atención.

posibles respuestas. • Pon el CD otra vez para que elijan las opciones correctas. • En parejas, que comparen las respuestas. • Comprobadlas todos juntos.

3.36 Transcripción, ejercicios 3 y 4 1 Ann Next Wednesday I’m going on a school trip to the Science Museum in London. We’re going to see an exhibition about space and the universe and all that ... 2 Ben Next weekend I’m going on a trip to Manchester to visit my relatives. We’re all going to stay at my grandparents’ house and we’re going to celebrate my grandma’s 60th birthday with all the family. 3 Charlotte I’m going on a Scout trip to Wales. We’re going to stay on a campsite right in the mountains – it’s going to be amazing! We’re going to climb the highest mountain in Wales. I’m so excited! 4 David On Saturday I’m going on a day trip with my best friend Peter and his parents. They’re going to drive to a fantastic amusement park called Alton Towers. I’m going to go on the biggest rollercoaster! It’s going to be fun!

• Que lean el texto y busquen las respuestas. • Comprobad las respuestas juntos y asegúrate de que entienden la palabra mayor (representante oficial de una ciudad o pueblo).

Culture note Acontecimientos como el tiro con arco y los torneos son muy populares en Nottingham gracias a la vinculación de la ciudad con la leyenda de Robin Hood, el bandolero que robaba a los ricos para ayudar a los pobres. Fue un arquero muy habilidoso que vivía en el bosque de Sherwood, al norte de la ciudad.

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Integrated skills - continued Making arrangements 5

3.37 • Pon el CD para que lean el diálogo en sus libros y seleccionen las respuestas correctas. • Que comparen las respuestas en parejas. • Compruébalas con toda la clase.

6 • Vuelve a poner el CD parando después de cada intervención para que la repitan. • Haz que se fijen en la acentuación de las preguntas con wh-: What are you up to? Who else is going? • Pídeles que las repitan unas cuantas veces, con la entonación y la acentuación adecuadas, tanto individualmente como en grupo. • En parejas, que practiquen el diálogo y que luego lo repitan intercambiándose los papeles.

Step 3: Write 7 • Que escojan un lugar para ir de excursión. • Individualmente, que respondan las cuatro preguntas.

8 • Individualmente, que escriban su diálogo basándose en el modelo del libro y las expresiones esenciales para hacer planes del Communication kit. • Obsérvalos mientras escriben, ayudándoles si es necesario.

Skills builder Talking about arrangements and intentions Recuérdales que el present continuous se usa para expresar planes seguros y be going to + verbo para intenciones.

Step 4: Communicate 9 • Que practiquen sus diálogos en parejas. • Para practicar un poco más, que se intercambien los papeles en ambos diálogos.

10 • Di a algunas parejas que representen su diálogo para toda la clase.

Integrated skills: Workbook, pág. 119

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UNIT

egrated skills integrated skills MAKING ARRANGEMENTS

Hi there. What are you up to? Listen, are you free on (2) Saturday / Sunday? I’m going to a Saint George’s Day festival in Nottingham. Do you want to come? My brother and my (3) friend / cousin Harry. We’re leaving at (4) 10 o’clock / half past ten. Yes, great. See you soon. Ejercicio 5 1 going to class 2 Saturday 3 cousin 4 10 o’clock 5 on Saturday

5

3.37 Listen to the dialogue and choose the

correct answers. 6 Listen again and repeat. Practise your intonation.

Step 3: Write 7 Imagine you are going on a day trip. Answer the questions in your notebook. 1 2 3 4

Where are you going? When are you going? Who else is going? What time are you leaving?

Yes, I think so. Why? That sounds fun. Who else is going? Great! What time are you going? OK. Shall I come round to your house? See you (5) tomorrow / on Saturday! SKILLS BUILDER Talking about arrangements and intentions Remember to use the present continuous for arrangements and be going to for intentions. We’re going to the beach on Saturday. I’m going to swim in the sea.


Hi there. What are you up to? Oh, nothing special. I’m … 10 Act your dialogue for the class.

8 Prepare a new dialogue about your day trip. Write both parts. Use your notes from exercise 7 and the dialogue in exercise 5 to help you.

Hi there. What are you up to? Oh, nothing special. I’m …

Oh, nothing special. I’m just (1) going to class / going to the library.

COMMUNICATION KIT Making arrangements Are you free on … ? Yes, I think so. / No, I’m not – sorry! I’m going to … . Do you want to come? That sounds fun. / Sorry, I can’t. Who else is going? What time are you going?


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Hello all,

It’s Independence Day on 4th July and we’re having a party – we hope you can come! The party is at our house in Washington on Saturday. It starts at 5 o’clock in the afternoon. Dad’s going to do a barbecue (he can cook really well!). After that, we’re going to watch the fireworks. The weather should be good. It’s always warm and sunny in July! All my cousins from Florida are coming too. It’s going to be a lot of fun! Let me know if you can come. And don’t forget to wear red, white and blue! See you soon!

Brad PS We’re decorating the garden in the morning – do you want to come and help?

Writing

An invitation Ejercicio 1

1

1 at Brad’s house 2 Saturday 4th July 3 5 o’clock 4 barbecue 5 watch the fireworks

3.38 Read and listen to Brad’s invitation. Copy and complete the notes about Brad’s party.

Brad’s Independence Day party 1) Where? … 2) When? … 3) What time? … 4) Food … 5) Activity …

3 Complete the sentences with in, on or at. 1 2 3 4 5 6

It’s my birthday … 3rd March. We’re having dinner … eight o’clock. My relatives are coming … the morning. What are you doing … Friday? He’s on holiday … Paris. We’re going to have a party … the youth club.

Ejercicio 3 1 on 2 at 3 in 4 on 5 in 6 at

Writing task 2 Look at the Writing focus and translate the examples. Do you always use a preposition in your language?

WRITING FOCUS Prepositions of time and place towns, cities and states months / seasons parts of the day days on dates places at times in

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in Washington in July / in the summer in the afternoon on Saturday on 4th July at our house at 5 o’clock

Imagine it’s your birthday next week. Write an invitation to your friends. Plan Decide when and where you’re going to have a party. Make notes like the ones in exercise 1. Write Write your invitation. Use your notes and the invitation to help you. Check Check your writing.

✔ in, on, at ✔ correct forms of be going to or present continuous for future plans

✔ vocabulary for celebrations


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Writing An invitation Objetivos de la lección aprender a usar las preposiciones de • tiempo y lugar en un texto escribir una invitación •

Warmer Pide a los alumnos que se imaginen que pueden invitar a una persona famosa a su cumpleaños. En parejas, que comenten a quién van a invitar y por qué. Escuchad las respuestas todos juntos.

1

3.38

Writing task El objetivo de este ejercicio es que escriban de forma guiada un texto para practicar el uso correcto de las preposiciones de tiempo y de lugar, be going to + verbo para hablar de intenciones y el present continuous para hacer planes. También sirve para que practiquen palabras relacionadas con las celebraciones. Pídeles que sigan los pasos del Student’s Book. Obsérvalos mientras escriben y ayúdalos con vocabulario si lo necesitan. Cuando lleguen al Check, que se intercambien los cuadernos y corrijan el texto de un compañero.


• Di a los niños que lean las notas sobre la fiesta de Brad y que las copien en sus cuadernos. • Diles que escuchen el CD y lean el correo electrónico de Brad en sus libros. Pídeles que completen las notas. • En parejas, que comparen las respuestas. • Comprobadlas juntos y asegúrate de que entienden el significado de barbecue.

2 • Diles que lean el cuadro Writing focus. • Que traduzcan las expresiones de ejemplo. • Pregúntales si en su lengua usan siempre una preposición de tiempo y de lugar en expresiones como las del ejemplo.

Language note Empleamos at delante de nombres de edificios, sobre todo, públicos, p. ej., at the station, at the library, at the airport. También se usa in con los años (in 2010, in 2014).

3 • Diles que busquen otra preposición más dentro del mensaje. • Comprueba la respuesta con toda la clase.

4 • Los niños tienen que completar las oraciones con in, on o at. • Que consulten la lista del ejercicio 2 para comprobarlas. • Corregid las oraciones todos juntos.

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Grammar • Haz que lean las oraciones de ejemplo con be going to y asegúrate de que saben cómo formar el verbo correctamente. • Luego, diles que miren las oraciones de ejemplo con pronombres personales y comprueba que las entienden. Si es necesario, pídeles que las traduzcan. • Luego, que lean las oraciones de ejemplo en present continuous para hacer planes. Asegúrate de que saben cómo formarlas y pídeles que las traduzcan. • Diles que consulten la Grammar reference de las páginas 100–101 del Workbook para repasar la gramática.

Speaking • Comprueba que los niños entienden las expresiones para hacer planes. • Diles que representen una conversación entre dos amigos haciendo planes para salir el fin de semana.


Vocabulary • Di a los niños que lean la lista de vocabulario y comprueba que entienden las palabras. • Que consulten la Wordlist de la página 151 del Workbook si han olvidado algunas palabras.

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Tests and Exams


• Test de la Unidad 9: Basic, Standard y Extra • CEFR Skills Exam Generator • Test del tercer trimestre: Basic, Standard y Extra

UNIT

Study guide Grammar

Vocabulary

be going to

Celebrations

affirmative

I’m going to visit London. He / She / It’s going to buy a ticket. We / You / They’re going to watch football. negative

I’m not going to visit Nottingham. He / She /It isn’t going to buy two tickets. We / You / They aren’t going to watch cricket. questions and short answers

Am I going to visit London? Is he / she / it going to go camping? Are we / you / they going to watch football?

Yes, I am. No, I’m not. Yes, he / she / it is. No, he / she / it isn’t.

decorate the house eat special food give presents go to church have a party have fun

send cards sing songs visit relatives watch fireworks watch street parades wear a costume

Adverbs badly dangerously easily happily hard healthily

loudly nicely quickly regularly well

Yes, we / you / they are. No, we / you / they aren’t.

Object pronouns subject pronouns

I

you

he

she

it

we

you

they

object pronouns

me you him her it us you them We use object pronouns to replace nouns that are the object of a sentence. My aunt lives in London. I’m going to visit her.

Present continuous for future plans present continuous for future plans

This afternoon I’m watching a film. This evening we’re playing football.

Speaking Making arrangements

Adverb spelling rules • For most adverbs add -ly to the adjective bad badly • For adjectives that end in -e, omit the -e and add -ly terrible terribly • For adjectives that end in -y, omit the -y and add -ily healthy healthily easy easily • Some adverbs are irregular. They don’t follow any rules! good well fast fast

Are you free on … ? Yes, I think so. / No, I’m not – sorry! I’m going to … . Do you want to come? That sounds fun. / Sorry, I can’t. Who else is going? What time are you going?

Don’t confuse well and good. You speak English well (adverb). You are good at English (adjective).



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LEARNING TO LEARN

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3

Making a presentation TASK Work in pairs to prepare a presentation about a singer or a group.

Step 1: Think

Step 3: Create


Step 4: Evaluate

Digital Literacy When you make a presentation, remember to: • have an overview, introduction and conclusion. • organize the information into slides. • carefully edit the material and make it look attractive – use photos, headings, different fonts and colours.

Step 1: Think 1 Look at the slides from the presentation. Find an example of: 1 2 3 4 5 6

6 cover of a CD

a video clip the overview of the presentation headings photos facts about the group the cover of a CD

3 a heading

1 a video clip

• Little Mix are a British girl band. • There are four girls in the band: Perrie Edwards, Jesy Nelson, Leigh-Anne Pinnock and Jade Thirlwall. They all sing. • Little Mix are very popular in the UK. 2 the overview of the presentation

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4 a photo

• Little Mix started in 2011. They formed on a 5 Facts about the talent show called The X Factor. Everyone group thought they were fantastic, and they won. They were the first group ever to win the show! • After the show, Little Mix got a record deal. Then they released their first single in December 2011. Their first album came out in November 2012.

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Collaborative project 3 Making a presentation Objetivos de la lección • hacer la presentación de un cantante o grupo de pop • identificar los elementos incluidos en una presentación • escuchar a un grupo planificar una presentación • leer fragmentos de un diálogo y completarlo

Warmer Escribe en la pizarra music y anímalos a decir palabras relacionadas con el tema, p. ej., singer, guitar, band, etc. En grupos, que piensen más palabras y que las anoten. El equipo que tenga más palabras las copia en la pizarra, y los demás grupos añaden las de sus listas. Comprueba que las escriben y pronuncian bien, repitiéndolas si es necesario.

TASK Lee el ejercicio con toda la clase y comprueba que lo entienden. NOTA: Si no tienen ordenadores, pueden hacer una presentación oral breve. Si cuentan con algunas fotos, que las peguen en la pizarra. Si hay bastante tiempo, diles que pueden poner un CD para escuchar una canción entera o solo una parte.

Step 1: Think 1 • Habla de presentaciones digitales con los alumnos. ¿Han visto alguna? ¿Han hecho alguna? ¿Qué cosas pueden incluir? • Lee la lista de elementos que los niños deben identificar y ayúdalos con el vocabulario. Explica que a heading es el título de una página y a slide es una página de la presentación. • Pídeles que lean las páginas y busquen un ejemplo de cada elemento de la lista. • Comprueba las respuestas con toda la clase. • Lee en voz alta el cuadro Digital literacy y comprueba que lo entienden.

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3.39 • Pídeles que lean las preguntas con atención. • Pon el CD para que escuchen las preguntas y las respondan. • Comprueba las respuestas con toda la clase.

3 • Lee el cuadro Useful language con los alumnos, ayudándolos con vocabulario. • En parejas, que lean los fragmentos de la conversación y los completen. • Pon el CD otra vez para que escuchen las respuestas y las comparen. • Compruébalas con toda la clase. Haz que practiquen los fragmentos en grupos.

4 • Explica a los niños que van a planificar cómo hacer una presentación en parejas. • Diles que lean la lista de pasos necesarios para hacer la presentación. • En parejas, que la planifiquen. Pide a una o dos parejas que expongan el plan de su presentación a toda la clase.

Step 3: Create 5 • Leed juntos los pasos para que les quede claro lo que tienen que hacer. • Obsérvalos mientras escriben, ayudándolos si lo necesitan. Share information En parejas, que compartan la información. Diles que busquen qué se podría mejorar y que comprueben que no haya ningún error. Create the presentation Cada pareja hace su presentación. Anímalos a ser creativos para que sea lo más atractiva posible y recomiéndales que usen colores y estilos distintos. Haz que practiquen su parte de la presentación con el compañero o, si lo prefieren, que se graben y luego se escuchen para corregir los errores. Show and tell Que cada pareja exponga su presentación. Deja tiempo para que los demás alumnos hagan preguntas y la comenten. Si quieres, también puedes proponerles que voten para elegir la mejor.

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Step 4: Evaluate 6 • Reparte fotocopias de los cuadros de evaluación: Teacher’s Resource File, sección ‘Key Competences’, páginas 48-49. • Mirad los cuadros todos juntos. • Lee todas las opciones, resolviendo las dudas que tengan de vocabulario. • Que hagan la autoevaluación; ayúdalos si es necesario.

Extra activity Reparte cuadrículas vacías para que hagan sopas de letras. Individualmente o en parejas, que escriban 5–10 palabras relacionadas con la música y que rellenen el resto de cuadros con letras al azar. Luego, que se las intercambien para que una pareja o compañero la resuelva.

3.39 Transcripción, ejercicios 2 y 3 Mario OK, so let’s practise the introduction and conclusion. You start the introduction… Ana Hello, everyone. Today we’re doing a presentation about a British pop group called Little Mix. We chose this group because we think it’s interesting that some pop groups start from talent shows. David As you can see on this overview slide, in the presentation, first we’re going to tell you about the group, then we’re going to explain how they became famous. Laura After that, we’re going to tell you something about their music and finally, you can listen to one of their best songs. So, to begin, who are Little Mix? … Mario In conclusion, we think Little Mix are a good example of British pop music. We hope you enjoyed the presentation and that you learned a bit about Little Mix. Ana Has anyone got any questions?

Step 2: Listen and plan Ejercicio 2 1 c, a, b 2 c, a, b

2

3.39 Listen to Mario, Ana, Silvia and David discussing their presentation and answer the questions.

1 In what order do they do these things in the introduction? a) say what the presentation is about b) explain the overview page c) say why they chose the group 2 In what order do they do these things in the conclusion? a) say they hope people enjoyed the presentation b) ask if there are any questions c) give an opinion about the group Ejercicio 3 1 Today 2 chose 3 see 4 first 5 explain 6 finally 7 think 8 example 9 hope 10 questions

3 Complete the conversation extracts with the words in the box. Listen again and check your answers. chose example today first think finally see hope explain questions

Introduction Mario: OK, so let’s practice the introduction and conclusion. You start the introduction. Ana: Hello everyone. (1) … we’re doing a presentation about a British pop group called Little Mix. We (2) … this group because we think it’s interesting that some pop groups start from talent shows. David: As you can (3) … on the overview slide in the presentation, (4) … we’re going to tell you about the group, then we’re going to (5) … how they became famous. Silvia: After that, we’re going to tell you about their music and (6) … you can listen to one of their best songs. So, to begin, who are Little Mix? …

Conclusion Mario: In conclusion, we (7) … Little Mix are a good (8) … of British pop music. We (9) … you enjoyed the presentation, and that you learned a bit about Little Mix. Ana: Has anyone got any (10) … ?

4 Work in groups. Plan your presentation. Use the Useful language box to help you. • Choose a person or group to write about. • Decide what information to include. • Decide how to share the work. Make sure everyone contributes. • Decide when to meet again to share your information.

Step 3: Create 5 Follow the steps to create your presentation. Share information Read or listen to each other’s work. Discuss your work. Check these things: • Is it in your own words? • Have you got all the information you need? • Have you got photos, video clips, etc? • Is the grammar and vocabulary correct? • Is the spelling and punctuation correct? Create the presentation Create the presentation using an appropriate tool. Make sure all the information is complete and in the correct place. Add your photos and video clips. Then, check the grammar, vocabulary, spelling and punctuation again. Practise giving the presentation. Show and tell Give your presentation to the class.


Useful language For the introduction Today, we’re doing a presentation about … . We chose this group because … . First, we’re going to tell you about ... . Then we’re going to explain how ... . After that, we’re going to tell you about … . For the conclusion In conclusion, we think … . We hope you enjoyed the presentation. Has anyone got any questions? 105


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3

Making a presentation

Ejercicio 2 No, he doesn’t.

TASK Work in pairs to prepare a presentation about a singer or a group.

Step 1: Think

Step 3: Create


Step 4: Evaluate

Digital Literacy

Ejercicio 3

When you make a presentation, remember to: • have an overview, introduction and conclusion. • organize the information into slides. • carefully edit the material and make it look attractive – use photos, headings, different fonts and colours.

1 c 2 e 3 b 4 d 5 f 6 a

Step 1: Think 1 Look at the slides from the presentation. Find an example of: 1 2 3 4 5 6

a video clip the overview of the presentation headings photos facts about the group the cover of a CD

• Little Mix are a British girl band. • There are four girls in the band: Perrie Edwards, Jesy Nelson, Leigh-Anne Pinnock and Jade Thirlwall. They all sing. • Little Mix are very popular in the UK.

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• Little Mix started in 2011. They formed on a talent show called The X Factor. Everyone thought they were fantastic, and they won. They were the first group ever to win the show! • After the show, Little Mix got a record deal. Then they released their first single in December 2011. Their first album came out in November 2012.

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UNIT

1

Your exam preparation Objetivos de la lección

Exam tip

• aprender a responder con oraciones completas aprender a deletrear y a usar los números •

Diles que es importante saber deletrear y pronunciar correctamente los números y las direcciones de correo electrónico.

Target exams

Extra activity

El objetivo de esta sección es que los niños se preparen para los siguientes exámenes: • Key English Test (KET). Speaking, parte 1 • Nivel básico (EOI A2)

Para que practiquen un poco más, haz un dictado con una dirección, un número de teléfono y un correo electrónico inventados. Luego, pídeles que te lo lean, deletreando la dirección y pronunciando bien los números. Ponlos en parejas, y que se dicten uno al otro su número de teléfono y su dirección de correo electrónico.

1 • Diles que miren el modelo de examen. • Que lean las preguntas 1–5 y las traduzcan a su lengua. • Comprobadlas todos juntos.

2

3.40 • Pon el CD. • Que escuchen y lean el modelo de examen. • Destaca que no hay ninguna respuesta de una palabra.

Exam tip Destaca que es importante no limitarse a responder con monosílabos, ya que en inglés puede parecer poco educado o seco, p. ej., Where do you come from? Spain. Anímalos a dar más información, p. ej., Where do you come from? I come from Oviedo. It’s in the north of Spain. Pídeles que lean el cuadro Exam tip y haz que se fijen en la información adicional que aporta la oración con el “visto” azul.

3

3.41 Transcripción, ejercicio 3 Examiner Can you spell your first name? Miguel Yes, it’s M-I-G-U-E-L. Examiner And can you spell your surname, please? Miguel Yes, it’s G-O-M-E-Z. Examiner When’s your birthday? Miguel It’s on the 18th of January. Examiner What’s your address? Miguel It’s 23, Calle Betis. Examiner What’s your email address? Miguel It’s [email protected]. Examiner And what’s your phone number? Miguel It’s 628 134 759.

3.41 • Explícales el ejercicio: los alumnos tienen que relacionar las preguntas 1–6 con las respuestas a–f. • Que hagan el ejercicio individualmente. • En parejas, que comparen las respuestas. • Pon el CD para que lo escuchen, corrijan las respuestas y las repitan. • Asegúrate de que pronuncian correctamente los números y las letras. Diles que, en el correo electrónico, el símbolo @ se dice at y .com equivale a dot com.

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Your exam practice 4 • Explícales el ejercicio: tienen que relacionar el principio de cada respuesta (a–f) con las preguntas del cuadro Your exam. • Que hagan el ejercicio individualmente. • Luego, que copien las respuestas y las completen con información real. • Comprobadlas todos juntos.

5 • Di a los alumnos que copien la tabla y la completen con sus datos personales. Que consulten las palabras del cuadro Useful vocabulary si lo necesitan. • Pide a algunos alumnos que deletreen su nombre y apellido, y que digan su dirección de correo electrónico, número de teléfono y fecha de cumpleaños. • Asegúrate de que pronuncian las letras y los números correctamente.

6 • Explica el cuadro Useful expressions. • Diles que vuelvan a leer las preguntas del cuadro Your exam. • En parejas, que se hagan las preguntas y las respondan utilizando los datos de la tabla del ejercicio 5.

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UNIT

1

Step 2: Listen and plan 2 Ejercicio 4 1 b 2 d 3 a 4 f 5 e 6 c students’ own answers

3.39 Listen to Mario, Ana, Silvia and David discussing their presentation and answer the questions.

1 In what order do they do these things in the introduction? a) say what the presentation is about b) explain the overview page c) say why they chose the group 2 In what order do they do these things in the conclusion? a) say they hope people enjoyed the presentation b) ask if there are any questions c) give an opinion about the group 3 Complete the conversation extracts with the words in the box. Listen again and check your answers. chose example today first think finally see hope explain questions

Introduction Mario: OK, so let’s practice the introduction and conclusion. You start the introduction. Ana: Hello everyone. (1) … we’re doing a presentation about a British pop group called Little Mix. We (2) … this group because we think it’s interesting that some pop groups start from talent shows. David: As you can (3) … on the overview slide in the presentation, (4) … we’re going to tell you about the group, then we’re going to (5) … how they became famous. Silvia: After that, we’re going to tell you about their music and (6) … you can listen to one of their best songs. So, to begin, who are Little Mix? …

Conclusion Mario: In conclusion, we (7) … Little Mix are a good (8) … of British pop music. We (9) … you enjoyed the presentation, and that you learned a bit about Little Mix. Ana: Has anyone got any (10) … ?

4 Work in groups. Plan your presentation. Use the Useful language box to help you. • Choose a person or group to write about. • Decide what information to include. • Decide how to share the work. Make sure everyone contributes. • Decide when to meet again to share your information.

Step 3: Create 5 Follow the steps to create your presentation. Share information Read or listen to each other’s work. Discuss your work. Check these things: • Is it in your own words? • Have you got all the information you need? • Have you got photos, video clips, etc? • Is the grammar and vocabulary correct? • Is the spelling and punctuation correct? Create the presentation Create the presentation using an appropriate tool. Make sure all the information is complete and in the correct place. Add your photos and video clips. Then, check the grammar, vocabulary, spelling and punctuation again. Practise giving the presentation. Show and tell Give your presentation to the class.


Useful language For the introduction Today, we’re doing a presentation about … . We chose this group because … . First, we’re going to tell you about ... . Then we’re going to explain how ... . After that, we’re going to tell you about … . For the conclusion In conclusion, we think … . We hope you enjoyed the presentation. Has anyone got any questions? 105


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UNIT

2

External exam trainer About the exam

Your exam preparation Ejercicio 1 Sally and Paul

1 Read the instructions and the example. Who are you going to hear?

Example Listen to a conversation between Sally and Paul. Decide if each sentence is true or false. Sally’s favourite subject is PE.

TRUE / FALSE

EXAM TIP: Key words When you read the questions, underline the names and the important words (key words). This helps you know what to listen for.

Ejercicio 3

3

False

3.42 Read and listen to Sally and Paul’s conversation. Is the example sentence in exercise 1 true or false?

True or False activity You listen to a conversation. You decide if five sentences are true or false. This tests your ability to understand people talking about their experiences and opinions. 2 Read the example sentence in exercise 1 again. Ejercicio 2 Is it about Paul or Sally? Translate the key Sally words into your language.

Sally’s favourite subject is PE.

We are interested in Sally’s favourite subject – not Paul’s.

We are interested in Sally’s favourite subject – not the subjects that she doesn’t like.

TRUE / FALSE

Is Sally’s favourite class PE? Or does she prefer a different subject?

Sally: What’s your favourite subject, Paul? Paul: PE, I think! How about you?

Sally: Definitely not PE – I don’t like doing sport. I prefer music.

Paul: Really? I don’t like music. I’m not very good at it.

108


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UNIT

2

Your exam preparation Objetivo de la lección practicar la escucha atenta para detectar • las palabras clave en un listening

Target exams El objetivo de esta sección es que los niños se preparen para los siguientes exámenes: Preliminary English Test (PET). Listening, • parte 4 • Nivel básico (EOI A2)

1 • Pídeles que lean las indicaciones y la oración de ejemplo con atención. • Pregúntales a quién van a escuchar. • Comprueba la respuesta con toda la clase.

Exam tip Señala que en un listening es muy importante leer las todas las preguntas con atención antes de empezar. Diles que es necesario subrayar las palabras clave porque les ayudarán a saber en qué se tienen que fijar.

2 • Pídeles que vuelvan a leer la oración de ejemplo del ejercicio 1. • Pregúntales si la oración se refiere a Paul o a Sally y que comprueben la respuesta (Sally). • Diles que traduzcan las palabras clave subrayadas a su lengua. • Comprobad todos juntos que las traducciones son correctas. • Leed todos juntos la explicación de las palabras subrayadas.

3

3.42 • Explícales el ejercicio: tienen que escuchar y leer la conversación para decir si la oración de ejemplo del ejercicio 1 es verdadera o falsa. • Pon el CD para que los alumnos lean la conversación en sus libros. • Comprueba las respuestas con toda la clase.

T108

UNIT

2

Your exam practice Step 1: 4 • Que lean el enunciado del cuadro Your Exam. • Luego, que respondan la pregunta. • Corrígela con toda la clase.

Step 2: 5 • Diles que lean las cinco oraciones del examen. • Que las copien en sus cuadernos. • Que subrayen los nombres propios y las palabras clave, p. ej. Laura usually goes skiing in the winter holidays. • Comentad todos juntos las palabras que han subrayado.

Steps 3 and 4: 6

3.43 • Asegúrate de que entienden el ejercicio: tienen que decir si las oraciones son correctas o falsas. • Reproduce el CD. • Deja tiempo a los alumnos para que puedan escoger las respuestas. • Vuelve a poner el CD. • En parejas, que comparen las respuestas. • Corregidlas todos juntos.

Exam tip Señala que en este tipo de exámenes la grabación siempre se pone dos veces, de manera que no tienen que preocuparse si no lo han entendido todo bien a la primera.

T109

3.43 Transcripción, ejercicio 6 Simon Do you usually go away during the winter holidays, Laura? Laura Yes, I do. I usually go skiing! Simon Wow! Really? You’re lucky! Laura Yeah – my aunt and uncle live in Scotland, near a ski station! We usually stay with them during the holidays. What about you? Do you usually go on holiday? Simon No, we usually stay at home during the winter holidays. We always go away in the summer, though. Laura Yeah? So what do you usually do in the winter holidays, when you stay at home? Simon Well, it often snows in my town too, so I can play in the snow with my friends. We don’t go skiing, but we go sledging! I love the snow. Laura Yes, me too. I love skiing. I get up early in the holidays and go skiing all day! Simon Hmm – well, I don’t like getting up early during the holidays. When I’m not at school, I usually get up late. Sometimes I don’t get up until midday! Laura Well, enjoy the holidays, Simon. Simon Yes – you too. Have a great time skiing!

Listening: True or False activity

Your exam practice Ejercicio 4 Laura and Simon

Step 1:

Read the instructions.

Listen to exercise 6 and choose the correct answers.

Step 4:

Listen again and check your answers.

4 Read the instructions for Your exam. Who are you going to hear?

Step 2:

5 Copy sentences 1–5 from Your exam into your notebook. Then underline the names and the key words.

6

3.43 Listen to a conversation between Laura and Simon. You will hear the conversation twice. Decide if each sentence is true or false.

1 Laura usually goes skiing in the winter holidays.

TRUE / FALSE

2 Laura’s aunt and uncle live in Austria.

TRUE / FALSE

5

6

3 Simon stays at home in the winter holidays.

TRUE / FALSE

4 Simon and Laura both like the snow.

TRUE / FALSE

5 Laura gets up late during the holidays.

TRUE / FALSE

Multiple-choice pictures

7 Role-play activity

1 True 2 False 3 True 4 True 5 False

4

Describing a photo

Ejercicio 6

Don’t panic if you don’t understand the first time. You always hear the conversation twice.

Gap-fill activity

1 Laura usually goes skiing in the winter holidays. 2 Laura’s aunt and uncle live in Austria. Simon stays 3 at home in the winter holidays. 4 Simon and Laura both like the snow. Laura gets up 5 late during the holidays.

EXAM TIP: Listen twice

3 Pairwork activity

Ejercicio 5

Read all the sentences.

2 True or False activity

Step 3:

8 Multiple-choice answers


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UNIT

3

External exam trainer About the exam Pairwork activity

Your exam preparation Ejercicio 1 a is 1 b What 4 c How 5 d do 3 e much 2

Ejercicio 2 a It’s on Friday the eighth of December. b We leave at quarter to nine in the morning. c You can ask the PE teacher – Mrs White – if you’ve got any questions. d We go by bus. e They cost £7.50.

Students work in pairs of A and B. Student B has a card with information on it. Student A has a card with ideas for questions about the information. This tests your ability to ask and understand questions, and to interpret information.

1 Choose the correct words in questions a–e. Then match them with 1–5 in the Model exam. a) When is / are the trip? b) What / When time do we leave? c) How / Who can I get more information? d) How does / do we travel there? e) How much / many do the tickets cost? 2 Carlos and Rafa are doing the Model exam. Read the information and their conversation. Then answer the questions from exercise 1.

3

3.44 Read Carlos and Rafa’s conversation again. Then listen and check. Who asks their partner to repeat the question?

Ejercicio 3 Rafa

EXAM TIP: Repetition If you don’t hear or understand your partner’s questions, it’s OK to ask them to repeat. Sorry, can you repeat that, please?

Student A: your questions

Carlos: Hi, Rafa. I’d like to ask you some questions about the school trip. First, when is the trip?

School trip to Activity Centre 1 2 3 4 5

when / trip? tickets / £? how / travel? we / leave? how / information?

Student B: your information

Rafa: It’s on Friday the 8th of December. Carlos: OK, thanks. How much do the tickets cost? Rafa: Let’s see. They cost £7.50. Carlos: Great! And how do we travel to the Activity Centre? Rafa: Sorry, can you repeat that, please? Carlos: Yes – how do we travel to the Activity Centre? Do we go by train? Rafa: Ah, no. We go by bus.

Friday 8th December Bus leaves school at 8.45 and returns at 4.30 Tickets cost £7.50 Any questions? Ask Mrs White (PE teacher).

110


Carlos: I see. What time do we leave? Rafa: We leave at quarter to nine in the morning. Carlos: Oh, that’s early! Thanks for your help. Rafa: That’s OK.

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UNIT

3

Your exam preparation Objetivos de la lección practicar las preguntas y las respuestas • • aprender a interpretar la información

Target exam El objetivo de esta sección es que los niños se preparen para el siguiente examen: • Key English Test (KET). Speaking, parte 2

1 • Diles que lean las preguntas. • Individualmente, que escojan las palabras correctas. • Que relacionen las preguntas con las palabras dadas (1-5) del modelo de examen. • Comprueba las respuestas con toda la clase.

2 • Los alumnos leen la información sobre la actividad y el diálogo entre Carlos y Rafa. • Individualmente, que respondan las preguntas del ejercicio 1. • Que comparen las respuestas en parejas. • Corregidlas todos juntos.

3

3.44 • Asegúrate de que entienden lo que tienen que hacer: averiguar cuál de los dos alumnos pide que le repitan la pregunta. • Pon el CD. • Que vuelvan a leer el texto mientras lo escuchan y respondan la pregunta. • Comprueba la respuesta con toda la clase.

Exam tip Diles que durante el examen siempre pueden pedirle al compañero que les repita la pregunta si no han podido oírla o entenderla bien. Haz que se fijen en las Useful expressions de la página 111. Explícales que hay dos maneras de pedir que nos repitan una pregunta: Sorry, can you repeat that, please? o Could you say that again, please? Pídeles que repitan estas preguntas en grupo e individualmente y anímalos a utilizarlas.

T110

Your exam practice 4 • Diles que lean el cartel del cuadro Your exam. • Individualmente, que ordenen correctamente las palabras de las oraciones 1–4 para formar las preguntas. Que consulten el cuadro Useful grammar si lo necesitan. • Que comparen las oraciones en parejas. • Corrígelas con toda la clase.

Exam tip Anima a los niños a evitar er o um cuando tengan dudas. Que lean el apartado Giving yourself time to think del cuadro Useful expressions y diles que usen estas expresiones si necesitan tiempo para pensar.

5 • Di a los alumnos que lean la información del cuadro Your exam. • Que completen las oraciones 1-4 basándose en la información del cuadro y respondan las preguntas del ejercicio 4. • Que las comparen en parejas. • Comprobadlas todos juntos.

6 • Pídeles que cierren los libros o tapen los ejercicios 4 y 5. • Diles que se pongan en parejas. • Que practiquen las preguntas y las respuestas del examen intercambiándose los papeles (A y B). • Di a unas cuantas parejas que representen el diálogo para toda la clase.

T111

UNIT

3

Speaking: Pairwork activity

Your exam practice Ejercicio 4

4 Look at Your exam. Then order the words in 1–4 to make questions. 1 2 3 4

classes? / karate / Where / the / are often / How / classes? / are / the start? / time / they / do / What much / classes / do / cost? / How / the

5 Look at the information in Your exam. Then prepare answers to the questions in exercise 4 by completing sentences 1–4. 1 2 3 4

They’re at … . They’re every … . They start … . The classes cost … .

1 They’re at Belview Sports Centre. 2 They’re every Monday evening. 3 They start at 5.15. 4 The classes cost £5.

3

EXAM TIP: Give yourself time to think Try not to say er or um too often! Learn the Useful expressions to give yourself time to think.

Ejercicio 5

6 Now cover exercises 4 and 5. In pairs, practise Your exam. Take turns to be Student A and Student B.

Pairwork activity

1 Where are the karate classes? 2 How often are the classes? 3 What time do they start? 4 How much do the classes cost?

4 Gap-fill activity

5

Student B: your information

Describing a photo

Karate classes where? how often? time / start? cost?

every Monday evening 5.15–6.30

6 Multiple-choice pictures

1 2 3 4

at Belview Sports Centre

£5


EXAM KIT: Useful grammar

When

be Is is

subject the trip the trip?

other words on Wednesday?


other words by bus?

Asking for repetition Sorry, can you repeat that, please? Could you say that again, please? Giving yourself time to think Let’s see. Well, … OK, …


Do / Does questions question word do / does subject verb Do we travel What time does the bus leave?


be questions question word

8


111

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UNIT

4

External exam trainer About the exam Gap-fill activity

Your exam preparation Ejercicio 1 Bath

You listen to a conversation or a monologue. You have to complete five gaps with a number, time, date or word. This tests your ability to listen for specific information.

1 Read the information. In which city is the Fashion Museum?

2 Study gaps 1–5 in exercise 1. What type of information is in each gap?

Ejercicio 2 2 a price 3 a price 4 a time 5 a date

1 = a name

visitor information

a time a name a price a date

Location: (1) ... Street, Bath Ticket prices:

Adults: £7.50

Children: (2) ...

Family ticket: (3) ...

Opening times: 1 April – 31 October:

10.00 until (4) ...

1 November – (5) ... :

10.30 until 4.30

EXAM TIP: Analyse the gaps Study the missing information carefully. What kind of word or number do you need? Is it a name, a date, a price or a time? 3

3.45 Read and listen to the Model exam. Ejercicio 3 Can you complete all five gaps in exercise 1? 1 Bennett

Lucy: So where is the Fashion Museum, exactly?

2 £5.50 3 £21 4 5.00 5 31st March

Rick: It’s on Bennett Street. Lucy: How do you spell that? Rick: It’s B-E-N-N-E-T-T. Bennett Street. Lucy: OK, thanks! And how much does it cost? Rick: Well, it’s £7.50 for adults and £5.50 for children. Or you can get a family ticket for £21. Lucy: What are the opening times? Rick: From the 1st of April until the 31st of October, it’s open from 10 in the morning until 5. Then from the 1st of November until the 31st of March, it’s open from 10.30 in the morning until 4.30 in the afternoon. Lucy: Great, thanks! 112


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UNIT

4

Your exam preparation Objetivo de la lección practicar la escucha atenta para detectar • información específica en un listening

Target exams El objetivo de esta sección es que los niños se preparen para los siguientes exámenes: Key English Test (KET). Speaking, partes 4 • y5 Preliminary English Test (PET). Listening, • parte 3 • Nivel básico (EOI A2)

1 • Pídeles que lean la pregunta detenidamente. • Que lean la información para visitar el museo y la respondan. • Comprueba la respuesta con toda la clase.

2 • Pídeles que vuelvan a leer la información sobre el museo. • En parejas, que digan qué clase de información va en cada espacio: hora, lugar, precio o fecha. • Comprobad las respuestas todos juntos.

Exam tip Señala que en listenings como este es muy importante que los alumnos sepan el tipo de palabras o cifras que deben detectar. Si tienen claro que las respuestas son lugares, fechas, precios u horas, el ejercicio les costará menos.

3

3.45 • Pon el CD. • Diles que escuchen el modelo de examen y lean el texto. • Que completen los cinco espacios del ejercicio 1. • Corrige las respuestas con toda la clase.

T112

UNIT

4

Your exam practice Step 1: 4 • Que lean atentamente el enunciado del cuadro Your exam. • Luego, que respondan las preguntas. • Compruébalas con todo el grupo.

Step 2: 5 • Pide a los alumnos que lean la información del cuadro Your exam. • Asegúrate de que entienden que tienen que averiguar la información del cuadro que no aparece en el texto sobre Madame Tussauds. • Diles que lean el texto y busquen la respuesta. • Comprobadla todos juntos.

Step 3: 6 • Que se fijen en los huecos 1–5 de Your exam. • Diles que escojan una de las dos opciones para cada espacio. • Comprueba las respuestas con toda la clase.

Steps 4 and 5: 7

3.46 • Pon el CD. • Que escriban la respuesta correcta en cada espacio. • Vuelve a poner el CD. • En parejas, que comparen las respuestas. • Corregidlas todos juntos.

T113

3.46 Transcripción, ejercicio 7 Maria Oh, hello. I’m thinking about visiting Madame Tussauds – can you give me some information, please? Man Yes, of course. Maria What are the opening times? Man Let’s see … well, from Monday to Friday it’s open from half past nine in the morning, until half past five. Then at the weekend it’s open from nine until six. Maria OK. And how much are the tickets? Man Er – the prices are from £22.50 for adults and £19 for children. Or you can get a family ticket for £81. Maria Oh, OK. It’s quite expensive! Er, and where is it, exactly? Man Madame Tussauds is on Marylebone Road. Maria How do you spell that? Man It’s M-A-R-Y-L-E-B-O-N-E. Marylebone Road. Maria Thanks. What’s the best way to get there? Man Well, it’s only a short walk from Baker Street underground station. Maria Ah, OK! And how much time do you need to see everything, do you think? Man Oh, I think you need about two hours. There are more than 300 wax figures to see!

Listening: Gap-fill activity

Your exam practice Step 1:

Ejercicio 4 1 She is at the Tourist Information Office. 2 She is asking for information about visiting Madame Tussauds.

Read the instructions carefully.

4 Read the instructions in Your exam and answer the questions. 1 Where is Emily? 2 What is she asking about?

Step 2:

Read all the information.

opening times ticket prices location food and drink transport

a) a price a) a name a) a number a) a date a) a number

b) a time b) a price b) a name b) a number b) a price

Step 4:

Listen carefully and write the answers.

Step 5:


Ejercicio 6 1 b 2 b 3 b 4 b 5 a

4 Gap-fill activity

food and drink

Analyse the gaps.

6 Look at gaps 1–5 in Your exam. What kind of answer do you need? Choose a) or b). 1 2 3 4 5

5 Read the information in Your exam. Which one of these things is not mentioned?

Ejercicio 5

Step 3:

5 7

3.46 Emily is at the Tourist Information Office. She’s asking for information about visiting Madame Tussauds. Listen to the conversation and complete the information. You will hear the information twice.


1 5.30 2 £19 3 Marylebone 4 2 5 300

Describing a photo

Ejercicio 7

Madame Tussauds: Visitor information Transport:

Ticket prices:

Monday–Friday from 9.30 until (1) … Weekends from 9.00 until 6.00

a short walk from Baker Street underground station

Adults from £22.50 Children from (2) … Family ticket £81

Location: (3) … Road, London

Notes: You need about (4) … hours to visit Madame Tussauds – there are more than (5) … wax figures!


Opening times:

8

Regent’s park



Baker Street

Madame Tussauds

Marylebone Road 113


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UNIT

5

External exam trainer About the exam Describing a photo

Your exam preparation Ejercicio 1 beach guitar surfboard umbrella sand sky smile take a photo relax chat

1 Look at photo A in the Model exam. Which words from the Useful vocabulary box on page 115 can you use to describe it?

EXAM TIP: Say where things are in a photo

The examiner shows you a photo, and asks you to describe it. This tests your vocabulary of different topics, and your ability to organize language clearly. 2 Look at photo A again. Match 1–4 with a–d to make sentences. Ejercicio 2 1 2 3 4

For this type of exam, you need to learn to describe the position of things in a photo. Study the phrases in the Exam kit.

In the middle of the photo On the right At the top of the photo In the background

1 b 2 d 3 a 4 c

a) I can see the blue sky. b) there are five friends at the beach. c) there’s a house and some trees. d) I can see a guitar and an umbrella. 3

3.47 Read and listen to Pablo’s description of photo A. How many of the Useful expressions on page 115 does he use? Ejercicio 3

In this photo, I can see five teenagers at the beach. There are two boys and three girls. One boy is taking a photo, and the others are smiling. I think it’s the weekend, and they are relaxing. In the middle of the photo, there’s a blue and white surfboard. Perhaps they’re going surfing. On the right I can see a guitar and an umbrella. In the background there’s a house and some trees. I can see the sea, and there are some big rocks too. At the top of the photo I can see the blue sky.

four – In the middle of the photo … On the right … In the background … At the top …

A

114


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UNIT

5

Your exam preparation Objetivos de la lección aprender a describir una foto • organizar bien la información •

Target exams El objetivo de esta sección es que los niños se preparen para el siguiente examen: Preliminary English Test (PET). Speaking, • parte 3

1 • Que miren la foto A del modelo de examen y lean las palabras del cuadro Useful vocabulary de la página 115. • Comprueba que entienden todas las palabras y haz que las traduzcan a su lengua si lo necesitan. • Que se fijen en la foto y busquen qué palabras del cuadro Useful vocabulary pueden servir para describirla. • Comprobad las respuestas todos juntos.

Exam tip Señala que para describir una foto es necesario usar frases que indiquen la posición de los elementos. Pídeles que lean el cuadro Useful expressions de la página 115 y asegúrate de que las entienden. Que las traduzcan a su lengua si lo necesitan.

2 • Que observen la foto A y relacionen los números 1–4 con las letras a–d. • En parejas, que comparen las respuestas. • Corregidlas todos juntos.

3

3.47 • Reproduce el CD. • Que escuchen la descripción de la foto mientras leen el texto. • Luego, que subrayen las palabras del cuadro Useful expressions empleadas para describir la foto. • En parejas, que las comparen. • Compruébalas con toda la clase.

T114

Your exam practice 4 • Pide a los alumnos que miren la foto B del cuadro Your exam. • Que lean con atención las preguntas 1–3, referidas a las personas, y 4–6, relacionadas con el lugar. • Individualmente, que escriban las respuestas a las preguntas.

Exam tip Antes de empezar a describir la foto, es importante tener claro el orden de la información. Diles que si les toca una imagen de un grupo de gente, pueden describir primero a las personas y lo que están haciendo, y luego explicar las cosas que aparecen en un segundo plano.

5 • Que escriban la descripción de la foto B. • Anímalos a usar las respuestas del ejercicio anterior, las palabras de los cuadros Useful vocabulary y Useful expressions y el modelo de examen. • Obsérvalos mientras escriben, ayudándolos si lo necesitan.

6 • Que los alumnos tapen el texto que han escrito en el ejercicio 5. • Que practiquen oralmente haciendo la descripción de la foto B. • Pide a algunos niños que hagan la descripción para toda la clase.

T115

UNIT

5

Speaking: Describing a photo

Your exam practice 4 Look at photo B in Your exam. Write answers to these questions.

The people 1 Who can you see in the photo? 2 What are they doing? 3 Describe the people. The place 4 Where are they? 5 What can you see on the table? 6 What can you see in the background?

EXAM TIP: Organize your thoughts Before you start speaking, it’s a good idea to organize your ideas clearly. Describe the main character(s) first and then what you can see in the background. 5 Write a description of photo B. Use these things to help you: • Your answers from exercise 4. • The Exam kit. • The Model exam on page 114.

6 Cover your writing from exercise 5 and practise describing the photo.

5 Describing a photo

B





beach burger fast food guitar surfboard umbrella sand sky pins bowling alley smile take a photo relax chat laugh

Describing where things are in a photo In the middle of the photo … On the left / right … In the background … At the top / bottom …



EXAM KIT: Useful vocabulary

115

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UNIT

6

External exam trainer About the exam Multiple-choice pictures

Your exam preparation Ejercicio 1 c

You listen to five short conversations. You select one picture to answer each question. This tests your ability to listen for important information in conversations.

1 Read the example question. What is it about? a) Sam’s home now. b) Sam’s house when he was young. c) Sam’s ideal home.

Example question Which of these is Sam’s perfect home?

A

Ejercicio 2 A villa B farm C apartment

B

2 Look at pictures A–C. Which three places can you see? farm

villa

castle

apartment

caravan

EXAM TIP: Predict vocabulary When you look at the pictures, think about all the vocabulary you might hear.

C

3

3.48 Read and listen to the Model exam and

answer the questions. 1 Which three places do Elena and Sam mention? 2 Which of the pictures is Sam’s perfect home? Why?

EXAM TIP: Be careful! The listening probably mentions all of the illustrated options, but only one is the correct answer.

Ejercicio 3 1 farm apartment villa 2 C The picture shows a luxury apartment in the city.

Elena: What’s your dream home, Sam? Sam: My dream home? Well, it’s definitely not the farm where I live now! Elena: A place in the city, maybe? Sam: Yes, a luxury apartment in the city – that would be perfect! Elena: I’d prefer a villa by the sea.

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UNIT


6

Objetivo de la lección practicar la escucha atenta para detectar • la información importante de una conversación en un listening

Target exams El objetivo de esta sección es que los niños se preparen para los siguientes exámenes: • Key English Test (KET). Listening, parte 1 Preliminary English Test (PET). Listening, • parte 1

1 • Pídeles que lean la pregunta de ejemplo y las tres posibles respuestas para que averigüen el tema. • Que elijan la respuesta correcta. • Comprobadla todos juntos.

2 • Que miren los dibujos A–C y digan qué tipo de viviendas son. Deben elegir tres de las cinco palabras del cuadro. • Comprueba las respuestas con toda la clase.

Exam tip En un listening, es muy importante saber predecir el vocabulario. Si los alumnos conocen el tema, diles que piensen en las palabras que podrían salir en la conversación, ya que esto les ayudará a entenderla mejor.

3

3.48 • Pon el CD. • Primero, diles que lean las dos preguntas con atención. La segunda se refiere a una pregunta del ejercicio 1. • Que escuchen el modelo de examen mientras lo leen, y que respondan las preguntas. • Que las comparen en parejas. • Corregidlas todos juntos.

Exam tip Diles que estén muy atentos. Aunque los diálogos mencionen todas las opciones mostradas en los dibujos, solo una de ellas es la respuesta correcta.

T116

UNIT

Your exam practice Step 1: 4 • Primero, que los alumnos lean con atención las cinco preguntas del cuadro Your exam. • Que subrayen las palabras clave. • En parejas, que las comparen. • Compruébalas con toda la clase.

Step 2: 5 • Diles que miren los dibujos del cuadro Your exam y que descarten en las listas 1–5 las opciones de respuesta que no son posibles. • En parejas, que las comparen. • Comprobadlas todos juntos.

Steps 3 and 4: 6

3.49 • Pon el CD. • Que los alumnos escuchen las conversaciones y elijan las fotos correctas. • Vuelve a reproducir el CD. • En parejas, que comparen las respuestas. • Comprueba las respuestas con todo el grupo.

6

3.49 Transcripción, ejercicio 6 1 Where does Sally usually do her homework? Fred Where do you usually do your homework, Sally? Sally Oh, usually on the big table in the dining room – it’s quieter there than in the living room when everybody is watching TV! Fred Haven’t you got a desk in your bedroom? Sally Well, yes – but I can’t concentrate there, because I share a room with my sister. 2 What time does John usually get up? Anna Do you get up early on school days, John? John Hmm … quite early. But later than my mum! She gets up at quarter to seven, to take the dog for a walk. Anna So what time do you get up then? John At seven o’clock, then I have breakfast at about half past seven. 3 Which of these is David’s new house? Jane How’s your new house, David? David Oh, it’s great, thanks! So much better than my old flat! Jane Is it bigger? David Yes, it’s much bigger and it’s got a garden! I didn’t have a garden before. 4 Where is Liz’s notebook? Liz Mum, where’s my notebook? I can’t find it anywhere! Mum Isn’t it on the kitchen table? Liz No, I can’t see it. Mum What about on the bookshelf? Liz Hmm … Mum Oh – here it is, look! On the floor under the chair! 5 When is the party at David’s new house? David Hey, Sally. I’m having a party next Saturday at my new house. Do you want to come? Sally That sounds great. This Saturday? David No, next Saturday – the fifteenth of April. Sally Oh, I’m sorry – I can’t. It’s my mum’s birthday on the fifteenth of April and we’re going out for dinner.

T117

Listening: Multiple-choice pictures

Your exam practice Ejercicio 4 1 Where does Sally usually do her homework? What time 2 does John usually get up? 3 Which of these is David’s new house? 4 Where is Liz’s notebook? 5 When is the party at David’s new house?

Step 1:

Read all the questions.

4 Read questions 1–5 in Your exam. What are the key words?

Step 2:

2 quarter to seven / seven o’clock / quarter past seven / half past seven 3 farm / house / log cabin / flat 4 shelf / table / chair / wardrobe 5 the fifth / the sixth / the twelfth / the fifteenth

Look at all the pictures.

Step 3:

Listen and choose the correct answers.

5 Look at the pictures in Your exam. Which options are not possible answers to questions 1–5?

Step 4:


1 living room / bedroom / bathroom / dining room

Ejercicio 5 1 bathroom 2 quarter past seven 3 farm 4 wardrobe 5 the twelfth

6

3.49 Listen to the conversations and choose the correct pictures.

You will hear each conversation twice. Ejercicio 6

A

B

C

A

B

C

A

B

C

A

B

C

A

B

C


1 C 2 B 3 A 4 C 5 C

1 Where does Sally usually do her homework? 2 What time does John usually get up?


3 Which of these is David’s new house?


4 Where is Liz’s notebook?

9


Discussing a topic

5 When is the party at David’s new house? 117

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UNIT

7

External exam trainer About the exam Role-play activity

Your exam preparation Ejercicio 1 1 b 2 b

1

The examiner describes a situation to you and your partner. He / She gives you a card with some pictures to help you. This tests your ability to interact in an everyday situation.

3.50 Listen to the examiner describing the Model exam. Choose the correct answers. 1 It’s … birthday next week. a) your b) your friend’s 2 You and your partner must … a) say which things you want b) decide which present to buy

2 Read suggestions 1–3. Which picture A–C in the Model exam does each suggestion refer to? Ejercicio 2 1 Let’s give him a computer game! 2 How about giving him cinema tickets? 3 Why don’t we give him a gift voucher? 3

EXAM TIP: Listen carefully to the instructions

3.51 Rosa and Pedro are discussing the Model exam. Read and listen to their dialogue. Which present do they decide to buy?

1 A 2 C 3 B

Ejercicio 3 a gift voucher

It is very important to listen carefully to the instructions and understand what you have to do. The examiner usually reads the situation twice.

A

B

C

Rosa: What do you think we should give Daniel? Pedro: Let’s give him a computer game! What do you think? Rosa: No, I don’t think so. We don’t know what he likes. How about giving him cinema tickets? Pedro: I’m not sure about that. I think he would prefer to watch films at home. Rosa: Yes, that’s true. So, what else do you suggest? Pedro: Why don’t we give him a gift voucher? Then he can choose films, music or computer games! Rosa: Good idea! Yes, let’s do that. That’s a great present. 118


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UNIT

7

Your exam preparation Objetivos de la lección practicar la escucha atenta de las • indicaciones para representar un papel interactuar con un compañero •

Target exams El objetivo de esta sección es que los niños se preparen para los siguientes exámenes: Preliminary English Test (PET). Speaking, • parte 2 • Nivel básico (EOI A2)

1

3.50 Transcripción, ejercicio 1 I am going to describe a situation to you. It’s your friend Daniel’s birthday next week and you want to buy him a present. Talk together about what you should give him. Here are some pictures to help you decide. I’ll say that again. I am going to describe a situation to you. It’s a friend’s birthday next week and you want to buy him a present. Talk together about what you should give him. All right? Now, talk together.

3.50 • Di a los alumnos que lean las oraciones y las posibles respuestas para rellenar los espacios. • Pon el CD. • Que escuchen al profesor explicando cómo es el modelo de examen. • Que escojan las respuestas correctas. • Comprobadlas todos juntos.

Exam tip Destaca que es muy importante comprender las indicaciones para saber exactamente lo que te piden. Diles que el profesor suele leerlas dos veces.

2 • Que lean las tres propuestas. • Que las relacionen con los dibujos del modelo de examen. • Comprobad las respuestas todos juntos.

3

3.51 • Asegúrate de que entienden el ejercicio. • Pon el CD. • Corrige la respuesta con toda la clase.

T118

Your exam practice 4 • Los alumnos leen con atención las indicaciones del examinador. • Que lo traduzcan a su lengua. • Asegúrate de que lo han traducido bien.

5 • Pídeles que lean las frases del cuadro Useful expressions y haz que se fijen en que estas expresiones sirven para hacer propuestas y responderlas. • Diles que miren los dibujos del cuadro Your exam y las propuestas de ejemplo con el restaurante. • Individualmente, que escriban las propuestas relacionadas con los dos otros dibujos: el cine (A) y el concierto (C). Diles que pueden usar las expresiones del cuadro Useful vocabulary si lo necesitan.

Exam tip Recuérdales que siempre deben responder a las propuestas que haga alguien. Diles que vuelvan a leer las expresiones más comunes del cuadro Useful expressions.

6 • Pídeles que miren el cuadro Your exam. • En parejas, que hagan propuestas relacionadas con los dibujos y respondan a las sugerencias del compañero. • Anímalos a usar las propuestas que escribieron en el ejercicio 5, las expresiones del cuadro Exam kit y el examen de ejemplo. • Escuchad juntos las conversaciones de algunas parejas.

T119

UNIT

7

Speaking: Role-play activity

Your exam practice 4 Read the examiner’s instructions for Your exam. Translate the instructions into your language.

5 Look at pictures A–C in Your exam. Complete suggestions 1 and 2. Give a reason for each suggestion.

Let’s take her to a traditional restaurant. She can try some typical food! I am going to describe a situation to you. An English student is coming to your school for a week. Talk together about the places you can take her. Decide which is the best place. Here are some pictures to help you decide.

1 How about … 2 Why don’t we … 6 Work in pairs. Discuss Your exam. Use these things to help you: • your ideas from exercise 5. • the model exam on page 118. • the Exam kit.

EXAM TIP: Respond to suggestions When someone makes a suggestion, you should always respond!

7 B

C

Making suggestions Let’s … How about … ? Why don’t we … ?

computer game cinema tickets go to the cinema / watch a film go to a restaurant / have dinner go to a concert / listen to music He likes … / She doesn’t like … / We don’t know what she likes. He can choose … It’s (too) expensive.


8 gift voucher





Responding to suggestions Good idea! I’m not sure about that. No, I don’t think so.

Role-play activity

A

119

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UNIT

8

External exam trainer About the exam Multiple-choice answers

Your exam preparation Ejercicio 1

1 Read the example question. What is it about?

Lisa’s weekend

Ejercicio 2 All the answers are possible.

You listen to a conversation and choose the correct answer for five questions. There are three options for each question. This tests your ability to understand a conversation and select the important information.

Example question What did Lisa do at the weekend? a) She stayed at home. b) She went to a concert. c) She went to London. 2 Read answers a–c in exercise 1. Translate them into your language. Are they all possible?

3

3.52 Read and listen to part of the conversation in the Model exam. Is the correct answer to the question in exercise 1 a), b) or c)? Why?

Ejercicio 3

c She saw lots of famous places in London, like EXAM TIP: Order of questions Big Ben and Buckingham The questions are always in the same order as the Palace.

information in the recording.

Ben: Hi Lisa! Did you have a good weekend with your cousins? Lisa: Yeah, thanks – it was great! We had an amazing time. Ben: What did you do? Lisa: We saw lots of famous places in London, like Big Ben and Buckingham Palace!

120


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UNIT


8

Objetivo de la lección practicar la comprensión oral de una • conversación y ser capaz de seleccionar lo más importante

Target exams El objetivo de esta sección es que los niños se preparen para los siguientes exámenes: • Key English Test (KET). Listening, parte 3 Preliminary English Test (PET). Listening, • parte 2 • Nivel básico (EOI A2)

1 • Pídeles que lean la pregunta de ejemplo. • Que digan el tema de la pregunta. • Comprueba la respuesta con toda la clase.

2 • Diles que lean las posibles respuestas a la pregunta del ejercicio anterior. • Que traduzcan las respuestas a su lengua. • Asegúrate de que las han traducido correctamente. • Pregúntales si es posible que todas las respuestas sean correctas (todas lo son).

3

3.52 • Pon el CD. • Que lo escuchen mientras leen el texto y elijan la respuesta correcta. • Que la comparen en parejas. • Corregidla todos juntos y anímalos a justificar por qué la respuesta elegida es correcta.

Exam tip Explica a los alumnos que puede que a veces no sepan la respuesta. En ese caso, lo mejor siempre es intentar adivinarla. La probabilidad de que acierten es de 1 a 3 y, además, las respuestas incorrectas no les restan puntuación.

T120

UNIT

Your exam practice Step 1: 4 • Que lean el enunciado del cuadro Your exam. • Luego, que respondan las tres preguntas. • Comprobadlas todos juntos. • Asegúrate de que entienden el planteamiento.

Step 2: 5 • Explícales que es necesario que sepan la respuesta a las cinco preguntas del ejercicio 5. • Que lean las preguntas del cuadro Your exam. • Comprueba que las han entendido.

Step 3: 6 • Déjales tiempo para leer todas las posibles respuestas antes de poner el CD. • Asegúrate de que entienden todas las palabras que forman parte de las respuestas.

Exam tip Destaca que la información que escucharán en el CD sigue el mismo orden que las preguntas del texto.

Steps 4 and 5: 7

3.53 • Pon el CD. • Pídeles que elijan las respuestas correctas. • Vuelve a reproducir el CD. • En parejas, que las comparen. • Corregid el ejercicio todos juntos.

Exam tip Señala que, a veces, algunas palabras de las respuestas del texto no coinciden exactamente con las de la grabación. Por ejemplo, great es un sinónimo de fantastic.

T121

8

3.53 Transcripción, ejercicio 7 Ben Hi Lisa! Did you have a good weekend with your cousins? Lisa Yeah, thanks – it was great! We had an amazing time. Ben What did you do? Lisa We saw lots of famous places in London, like Big Ben and Buckingham Palace! Oh, and we went to a great exhibition about the history of pop music! Ben Yeah? Where was that? Lisa At the British Music Experience. It was fantastic! Ben What was it like? Lisa Well, it was really interactive. You could listen to all kinds of music and watch music videos … you could even play different instruments! Ben Sounds cool! So did you learn a lot? Lisa Yeah, I learnt about all the different music styles in Britain … from The Beatles in the 1960s … to punk in the 1970s … and Britpop in the 1990s. Ben So what was your favourite part of the museum? Lisa My favourite part? Oh, they had this cool room where you could dance – you could dance all the different styles, like disco and heavy metal! Ben Wow! It sounds fun. Glad you had a good time! Lisa Yeah. How about you? Did you have a good weekend?

Listening: Multiple-choice answers

Your exam practice Ejercicio 4 1 two 2 Ben and Lisa 3 Lisa’s visit to the British Music Experience Museum during her trip to London.

Step 1:

Understand the situation.

4 Read the instructions for Your exam and answer the questions. 1 How many people are talking? 2 Who are they? 3 What are they talking about?

Step 2:

Read all the questions.

Step 3:

Read all the answers.

6 Read all the answer options (a, b and c). Think about the meaning of the words.

EXAM TIP: Use synonyms Remember that the words in the answers and in the recording could be different. For example, great is similar to fantastic or very interesting.

5 Now read all the questions in Your exam. Which five things do you need to know?

Step 4:

Listen and choose the correct answers.

a) Who was Lisa with last weekend? b) Did she like the British Music Experience? c) What could you do at the museum? d) When did people listen to the Beatles? e) What did Lisa enjoy most?

Step 5:


do? Ejercicio 7 1 b 2 a 3 c 4 a 5 c

7

3.53 Listen to Ben and Lisa’s conversation about Lisa’s trip to London. For each question choose the correct answer (a, b or c). You will hear the conversation twice.

1 Who did Lisa spend the weekend with? a) her sister b) her cousins c) Ben

4 When were the Beatles popular? a) in the 1960s b) in the 1970s c) in the 1990s

8

5 What was Lisa’s favourite part of the museum? a) the café b) the shop c) the dance room



2 What was Lisa’s opinion of the British Music Experience? a) it was great b) it was boring c) it wasn’t very interactive

3 Which activity could you do at the museum? a) try on different clothes b) meet famous singers c) play different instruments

121


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UNIT

9

External exam trainer About the exam

Your exam preparation Ejercicio 1 c

1 Study the examiner’s instructions in the Model exam. What must you do? a) Describe two pictures b) Discuss how children usually celebrate their birthday c) Talk about how we celebrated our birthdays when we were younger

Discussing a topic The examiner shows you and your partner two pictures and asks you to discuss a particular aspect of the topic. This tests your ability to have a more complex conversation and talk about your own experiences. 3 Check the meaning of the words in the Useful vocabulary box on page 123. Which ones can you find in the Model exam?

EXAM TIP: Discuss, don’t describe! Ejercicio 2 past

2

3.54 Read and listen to the Model exam.

Which tense do David and Elena use: past, present or future?

In this type of exam, you mustn’t describe the pictures. You must discuss what the examiner tells you.

EXAM TIP: Use the correct tense

In the first picture I can see some children at a party. ✗

When you’re discussing a topic, remember to use the correct tense to talk about the present, past or future.

Ejercicio 3 birthday cake party celebrate

When I was younger, I usually had a party with all my friends. ✓

Examiner’s instructions These pictures show young children celebrating their birthdays. Now, talk together about how you celebrated your birthday when you were young.

David: So, how did you celebrate your birthday when you were young? Elena: I usually had a party with all my friends. David: And did you have a birthday cake? Elena: Yes, my mum always made a chocolate cake! What about you? What did you do for your birthday when you were younger? David: I didn’t have a party at home. I usually did an activity with my friends. Elena: Really? What kind of activities did you do? David: Oh, we went to the swimming pool or to an activity centre. It was fun!

122


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UNIT

9

Your exam preparation Objetivo de la lección aprender a describir sus propias • experiencias

Target exam El objetivo de esta sección es que los niños se preparen para los siguientes exámenes: Preliminary English Test (PET). Speaking, • parte 4

1 • Diles que lean las instrucciones del examinador del modelo de examen. • Que digan cuál de las tres opciones describe mejor lo que tienen que hacer. • Comprueba las respuestas con toda la clase.

2

3.54 • Que escuchen el modelo de examen mientras lo leen. • Que digan el tiempo verbal que emplean las personas que hablan. • En parejas, que comparen las respuestas. • Comprobadlas juntos.

Exam tip En este ejercicio tienen que hablar de cosas que ya han ocurrido, por eso deben emplear verbos en pasado. Recuérdales que es muy importante ubicar el tema en el tiempo para no equivocarse de tiempo verbal.

3 • Pídeles que consulten las palabras del cuadro Useful vocabulary de la página 123. • Asegúrate de que comprenden todas las palabras. Diles que las traduzcan si lo necesitan. • Que busquen las palabras del cuadro en el modelo de examen y que las subrayen. • En parejas, que las comparen. • Corregidlas todos juntos.

Exam tip Recuérdales que en esta parte del examen no tienen que describir lo que ven en las fotos. El examinador las usa para presentar el tema que tendrán que comentar los alumnos. T122

Your exam practice 4 • Diles que miren el cuadro Your exam. • Que lean las tres opciones y digan cuál es el tiempo verbal adecuado. • Comprobad la respuesta todos juntos.

Exam tip Diles que consulten las frases del cuadro Useful expressions. Señala que en un speaking no pueden limitarse a escuchar en silencio al compañero, sino que deben comentar con interés lo que este diga para que la conversación avance.

5 • Individualmente, que preparen el examen de speaking. • Que respondan las seis preguntas del ejercicio 6. • Anímalos a usar lo que han contestado en el ejercicio 4, las frases de los cuadros Useful vocabulary y Useful expressions y el modelo de examen.

6 • Que hagan el examen en parejas. • Cuando acaben, pide a algunas parejas que vuelvan a hacer el ejercicio para toda la clase.

T123

UNIT

9

Speaking: Discussing a topic

Your exam practice 4 Look at the instructions and questions in Your exam. Which tense must you use? • use the past simple to talk about past experiences • use the present simple to say what we usually do • use going to to discuss our future plans

EXAM TIP: Interact with your partner

5 Prepare your discussion for Your exam. Use these things to help you: • Your answer from exercise 4. • The Model exam. • The Exam kit. 6 In pairs, do Your exam. Follow the examiner's instructions. Answer questions 1–6.

When you’re having a discussion, you must interact with your partner. Don’t forget to ask questions and respond to what your partner says!

Examiner’s instructions These pictures show different ways that young people celebrate their birthdays. Now, talk together about how you’re going to celebrate your next birthday.

On your next birthday, … 1 how old are you going to be? 2 are you going to celebrate with family or friends? 3 are you going to have a party? 4 who are you going to invite? 5 are you going to eat any special food? 6 what presents are you hoping to get?


birthday cake candles balloons party presents cards invite celebrate

Interacting with your partner Really? What about you? Tell me about …




123

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Pronunciation Lab Unit 1

» /h/ 1

1

1.11 Listen and repeat the words.

2

1 b 2 a 3 a 4 b

goes costs

1.12 Listen and choose the correct answer.

1 2 3 4

a) is a) and a) ear a) air

b) his b) hand b) hear b) hair

2

» Rhythm and intonation 1

1.19 Listen and repeat. Pay attention to

the intonation. 1 Are you English? 2 Yes, I am. 3 What’s your favourite film? 4 I like adventure films. Ejercicio 2 b yes / no questions

Wednes day time ta ble

a) b) c) d)

French English Wednesday timetable education

Ejercicio 2

2

1 syllable art maths 2 syllables subject Spanish

1 syllable

3 syllables physical afternoon

2 syllables

art

3 syllables

4 syllables

1 teaches 5 watches

1 Ejercicio 1 a /kən/ b /kæn/ c /kən/ d /kæn/

1

2

Ejercicio 2 c Short answers d affirmative sentences

1

2

» -ing endings 2.04 Listen and repeat the words.

wear – wearing go – going carry – carrying do – doing

1.27 Copy and complete the table with the words in the box. Then listen and check.

art subject technology Spanish activities physical maths afternoon

yes / no questions other questions short answers affirmative sentences

Ejercicio 2

UNIT 4

1.26 Listen and repeat the words. Pay attention to the stress of the syllables.

e du ca tion

Can you ski? Yes, I can. What team sports can you play? I can play football and volleyball.

2 Listen again. Which two use the weak form /kən/ and which two use the strong form /kæn/?

UNIT 2 1

1.43 Listen and repeat.

a) b) c) d)

2

misses practises

1.34 Listen and repeat the words. Which two have the /ɪz/ sound? 1 teaches 4 performs 2 starts 5 watches 3 likes 6 gets

1

» Syllables and word stress

Eng lish

lives loves

» can

Rule: Intonation goes up in … a) affirmative and negative sentences b) yes / no questions c) other questions d) short answers

French

/ɪz/

UNIT 3

2 Look at the sentences in exercise 1 again. Complete the rule with the correct answer.

Ejercicio 2

1.33 Listen and repeat the verbs. Can you hear the difference?

/s/ or /z/

has hasn’t have haven’t hair Ejercicio 2

1

» Third person verb endings

2

2.05 Listen and repeat the sentences.

1 2 3 4

1

What are you wearing? I’m wearing blue jeans. She isn’t going to a party. Is she going to school?

4 syllables technology activities

2 124


12/09/2013 17:27

Pronunciation lab UNIT 1 »/h/ 1

1.11 Pon el CD, parando después de cada palabra para que las repitan juntos. • Vuelve a ponerlo para que repitan las palabras en grupo y luego individualmente. Si les cuesta pronunciar el sonido /h/, pídeles que susurren las palabras y que vayan aumentando el tono de voz gradualmente.

2

»Third person verb endings 1

2

1.12 Pídeles que lean en voz alta los

UNIT 3 »can

»Rhythm and intonation 1.19 Pon el CD. Que escuchen las preguntas y las respuestas, y las repitan. • Asegúrate de que imitan correctamente la entonación y el ritmo de las oraciones.

2 • Que lean las oraciones del ejercicio 1 y

1

2

2

UNIT 4 »-ing endings 1

2.04 Escribe en la pizarra sleep con tres rayas para indicar las letras que faltan: sleep _ _ _ . Representa el verbo con mímica y anímalos a completar la palabra con ing. • Pregúntales cómo se pronuncia sleeping. • Pon el CD para que escuchen las palabras y las repitan. Para ayudarlos a pronunciar correctamente /ŋ/ haz que digan juntos en voz alta /n/ y luego /g/, y pídeles que los repitan unas cuantas veces. Luego, diles que los vuelvan a decir más rápido, de manera que se fusionen en un único sonido, que será muy parecido a /ŋ/.

2

2.05 Pon el CD para que los alumnos

1.27 Individualmente, que escriban las palabras en la columna correcta de la tabla. • Luego, que subrayen la sílaba tónica de cada palabra. • Pon el CD para que corrijan las palabras. Haz que se fijen en que las compuestas por dos sustantivos suelen acentuar la primera, p. ej. timetable.

1.43 Pide a los alumnos que lean la pregunta con atención. • Vuelve a poner el CD. • Diles que escuchen las oraciones y digan las dos que emplean la forma débil /kən/ y las dos que usan la fuerte /kæn/. • Comprobad las respuestas. Asegúrate de que no acentúan can ni en las preguntas de respuesta yes / no ni en las demás preguntas. El can débil siempre se pronuncia /kən/.

UNIT 2 »Syllables and word stress 1.26 Escribe English en la pizarra y pregúntales cuántas sílabas tiene. Anímalos a decir que dos: Eng – lish. • Pregúntales cuál de las dos es tónica y anímalos a decir que es la primera: English. • Pon el CD para que lo escuchen y repitan las palabras en grupo e individualmente. Diles que Wednesday /'wenzdeɪ/ tiene dos sílabas y que el acento recae sobre la primera.

1.43 Que lean las cuatro oraciones. • Pon el CD para que las escuchen y las repitan, tanto juntos como individualmente.

completen la regla. Comprobad las respuestas juntos y señala que en las respuestas breves el acento siempre recae sobre la última palabra, p. ej., Yes, it is, No, she isn’t, etc.

1

1.34 Pon el CD para que escuchen los verbos y los repitan juntos e individualmente. • Que identifiquen los dos acabados en /ɪz/. • Comprobadlos juntos y destaca que los verbos terminados en los sonidos /s/, /z/, /tʃ/, /dʒ/, /ʃ/ y /ʒ/ (este es muy poco habitual) pasan a /ɪz/ en tercera persona.

pares de palabras. • Pon el CD y que escojan la respuesta correcta. Luego, comprobadlas todos juntos.

1

1.33 Pon el CD para que escuchen los verbos y los repitan. • Haz que se fijen en los terminados en /ɪz/. • Vuelve a poner el CD para que se den cuenta de que el sonido es diferente.

escuchen las oraciones y las repitan, tanto juntos como individualmente. • Asegúrate de que pronuncian bien /ŋ/. T124

UNIT 7 »was and were

UNIT 5 »Difficult sounds: /ɪ/ and /i:/ 1

2

2.18 Di a los alumnos que copien la tabla en sus cuadernos. • Pon el CD para que escuchen las palabras y las repitan juntos e individualmente. • Señala que el sonido vocálico de la primera columna es corto y el de la segunda, largo. Para pronunciar el sonido /i:/ tienen que abrir más la boca, como si sonrieran. Para hacer el sonido /ɪ/, tienen que cerrarla un poco más.

1

3.04 Pon el CD para que escuchen las oraciones y las repitan en grupo e individualmente.

2

3.04 Pide a los alumnos que lean la pregunta con atención. • Vuelve a poner el CD para que escuchen las oraciones y digan las que son formas débiles. • Comprobadlas todos juntos y señala que was suele pronunciarse /wəz/, y were /wə/. Sin embargo, en las respuestas breves y en las oraciones afirmativas se acentúan, de manera que se pronuncian como formas fuertes: /wɒz/ y /wɜ:/.

2.19 Pon el CD para que escuchen las palabras y las repitan solos e individualmente. • Ponlo otra vez y diles que las escriban en las columnas correctas de la tabla del ejercicio 1. • Comprobadlas juntos y diles que las vocales ea suelen pronunciarse /i:/.

»Past simple endings 1

3.09 Pide a los alumnos que copien la tabla en sus cuadernos. • Pon el CD para que escuchen los verbos y los repitan en grupo e individualmente. • Señala que asked y played son palabras monosílabas.

2

3.10 Di a los niños que lean todos los verbos del cuadro. • Pon el CD para que los escuchen y los repitan en grupo e individualmente. • Que escriban cada verbo en la columna correcta del ejercicio 1 y corregidlos todos juntos. La terminación -ed puede pronunciarse de tres maneras distintas. Señala el cuadro Look! y explica que en los verbos acabados en t o d, se pronuncia /ɪd/, p. ej.: wanted /wɒntɪd/. En los verbos acabados en consonante sorda, se pronuncia /t/, p. ej. helped /helpt/. Y en los verbos terminados en una consonante sonora, una vocal o un diptongo, se pronuncia /d/, p. ej. arrived /əˈraɪvd/, played /pleɪd /.

UNIT 6 »/ə/ 1

2

2.27 Haz que los alumnos se fijen en el sonido neutro /ə/ (schwa) de la segunda sílaba. • Pon el CD para que escuchen con atención el sonido /ə/. Los adjetivos comparativos acabados en -er y algunas palabras terminadas en -er y -or (p. ej. teacher, doctor, etc.) siempre se pronuncian /ə/. 2.28 Los alumnos copian las palabras en sus cuadernos. • Pon el CD para que subrayen el sonido neutro /ə/ de cada palabra. • Corregid las respuestas todos juntos. »Contractions: can’t and mustn’t

1

2.33 Que lean las cuatro oraciones. • Pon el CD para que las escuchen y escojan las respuestas correctas. • Compruébalas con toda la clase.

2

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2.34 Pon el CD para que escuchen las oraciones y las repitan todos juntos e individualmente. • Asegúrate de que pronuncian correctamente can, can’t, must y mustn’t.

» Past simple endings

UNIT 5

» Difficult sounds: /I/ and /I:/ 1

2.18 Copy the table into your notebook. Then listen and repeat the words.

/I/ it Ejercicio 2

2

/ɪ:/ gym

crisps

eat

he

meat chicken fish peas beans milk

1

2

asked

played

invented

3.10 Listen and repeat the verbs.

Then write them in the correct column.

1 bigger 2 mirror 3 older 4 richer 5 easier 6 dinner

wanted watched arrived studied helped started liked

2.27 Listen to the words. Can you hear the

better tidier

2

cooker cheaper

faster sofa

» Contractions: can’t and mustn’t Ejercicio 1

1

2

2.34 Listen and repeat the sentences.

1 2 3 4

Ejercicio 1 1 /wə /

» was and were

3 /wə /

1

3.04 Listen and repeat.

1 2 3 4

Were you happy? Yes, I was. Where were you born? I was born in London.

2 Listen again. Which two are weak forms? a) yes / no questions c) other questions b) short answers d) affirmative sentences


grow ago

now our

3.24 Add the words in the box to the table

UNIT 9

» Rhythm and sentence stress 1

2

wanted studied started

/aʊ/

great sound like hate go nice loud slow

I can speak English. I can’t speak Japanese. You must listen in class. You mustn’t be noisy.

UNIT 7

2 /w D z/

sign die

/əʊ/

in exercise 1. Then listen and check.

2.33 Listen and choose the correct

2

/aɪ/

play bass

answers. a) You must / mustn’t wait here. b) You must / mustn’t run. c) I can / can’t ride a bike. d) I can / can’t ride a horse.

a must b mustn’t c can d can’t

3.23 Copy the table into your notebook.

/eɪ/

Then listen and underline the /ə/ sound. 1 bigger 4 richer 2 mirror 5 easier 3 older 6 dinner

watched helped liked

/ɪd/

Then listen and repeat the words. 2.28 Copy the words into your notebook.

/t/

arrived

» Diphthongs 1

Ejercicio 2

/d/

UNIT 8

/ə/ sound?

Ejercicio 2

a c

/ɪd/

» /ə/

meat, peas, beans

Ejercicio 2

/d/

UNIT 6

/i:/

4 /w D z/

/t/

Look! We use the /ɪd/ sound after ‘t’ and ‘d’.

2.19 Listen and repeat. Add the words to

chicken, fish, milk

3.09 Copy the table into your notebook. Then listen and repeat the past simple verbs.

cheese

the correct column in the table in exercise 1.

/ɪ/

1

3.30 Copy the sentences into your notebook. Then listen and repeat. Pay attention to the stressed words. 1 What are you going to do? 2 I’m going to make a cake. 3 We aren’t going to buy a present. 3.31 Listen and repeat the sentences. Which words are stressed? 1 Are you going to visit your relatives? 2 She’s going to have a party. 3 They aren’t going to watch the fireworks.

Ejercicio 2

/eɪ/

great hate

/aɪ/ like nice

/əʊ/ go slow

/aʊ/

sound loud

Ejercicio 2 a Are you going to visit your relatives? b She’s going to have a party. c They aren’t going to watch the fireworks.

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12/09/2013 17:27

UNIT 8 »Diphthong: 1

3.23 Pide a los alumnos que copien la tabla en sus cuadernos. • Pon el CD para que la escuchen y la repitan, tanto en grupo como individualmente.

2

3.24 Individualmente, que escriban las palabras del cuadro en la columna correcta de la tabla del ejercicio 1. • Pon el CD para que comprueben las respuestas. Que se fijen en las combinaciones más comunes de ortografía y fonética. P. ej., las vocales ou suelen pronunciarse /aʊ/; mientras que i seguida de una consonante y una e suele pronunciarse /aɪ/.

UNIT 9 »Rhythm and sentence stress 1

3.30 Que copien las oraciones con las palabras tónicas subrayadas en sus cuadernos. • Pon el CD para que los alumnos las escuchen y las repitan en grupo e individualmente. • Señala que palabras como to y a nunca se acentúan.

2

3.31 Pon el CD para que los alumnos escuchen las oraciones y las repitan, tanto juntos como oralmente. • Vuelve a poner el CD para que copien las oraciones y subrayen las palabras que se acentúan. • Que comparen las respuestas en parejas. • Comprobadlas todos juntos. La última palabra de cada frase es la que lleva acento principal (se acentúa más que todas las otras).

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workbook answer key starter unit Vocabulary

1 1 grandma 2 dad 3 mum 4 uncle

5 aunt 6 sister 7 brother 8 cousins

Grammar

2 1 Those 2 This 3 That

3 1 He 2 He 3 It

4 1 Our 2 Their 3 Its

4 That 5 These, those 4 I 5 you 4 her 5 my, His

5 1 My name is … . I am … years old. 2 These are my parents. Their names are … and … . 3 This is my … (eg grandad / grandma / aunt / uncle / cousin). My mum is … (eg his / her daughter / sister / aunt). 4 This my cousin. He / She is … years old.

2 Monday 3 Tuesday 4 Wednesday

2 1 February 2 March 3 April 4 May 5 June 6 July

5 Thursday 6 Friday 7 Saturday 7 August 8 September 9 October 10 November 11 December

Grammar

3 1 rabbit’s

4 friends’

2 Jandro’s 3 Jada’s

4 1 Today’s date is … 2 My birthday is … 3 My mum’s birthday is …

3 1 Can you repeat that, please? 2 What page are we on? 3 How do you say estuche in English? 4 How do you spell that?

4 1 Where are you from? 2 3 4 5 6

Grammar

1 1 You’re

2 He’s 3 We’re 4 They’re 5 I’m not

2 1 ’s 2 aren’t 3 ’s

6 7 8 9

You aren’t She isn’t We aren’t They aren’t

2 to meet you 3 Nice to meet you too 4 Where are you from 6 Welcome 7 Thanks / Thank you

4 ’m not 5 ’re 6 aren’t

We’re English. I’m not from London. This isn’t my brother. It is Monday. They aren’t 13 years old. You aren’t American.

4 1 Are your friends from 2 3 4 5

Liverpool? Yes, they are. Are they English? No, they aren’t. Is he from South Africa? Yes, he is. Is this cat your pet? No, it isn’t. Are we in your class? Yes, you are. Yes, we are.

5 1 Is your mum from the UK? 2 What are your parents’ names? 3 When is your birthday? Integrated skills

1 1 pen

2 pencil 3 pencil case 4 pencil sharpener 5 rubber 6 ruler 7 schoolbag

Welcome to the class! Hello. What’s your name? My name’s Belén. I’m from Badajoz. Nice to meet you too!

5 1 name’s …

3 1 Her name isn’t Sophie. 2 3 4 5 6 7

3 mean 4 page

2 repeat

2 Japanese 3 Chinese 4 Australia, (New) Zealand 5 Portuguese, Brazilian, Portuguese 6 American, Argentinian, Spanish 7 France, Moroccan, French

Vocabulary

1 1 Sunday

2 1 say

Vocabulary

5 1 Poland

unit 1 1

Vocabulary 1 M O

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2 2 dark 3 long 4 lips 5 average 6 fair 7 curly

3 2 long 3 dark 4 tall 5 beard

8 slim 9 tall 10 slim 11 eyebrows 12 hair 13 beard 6 grey 7 slim 8 fair 9 curly

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2 1 What

Grammar 1

1 1 hasn’t 2 ’ve 3 ’ve

2 2 e 3 a

4 haven’t 5 have

3 2 Where 4 c 5 d

3 1 They haven’t got black hair. 2 I’ve got a dictionary. 3 My aunt hasn’t got a big house. 4 We’ve got a ruler. 5 My grandad hasn’t got grey hair.

4 1 Have you got a brother? 2 3 4 5

Has she got brown eyes? Has he got dark hair? Have you got a dog? Have they got a new teacher?

5 1 Have you got a pet? 2 Has your dad got a beard? 3 Have your grandparents got grey hair? 4 Have you got curly hair? Vocabulary 2

1 toes, feet, legs, hands, neck, head

2 1 tooth 2 horn 3 wing

3 1 neck 2 fingers 3 legs

4 1 head 2 horns 3 wings

4 finger 5 arm 6 tail 4 hands 5 tooth 4 toes 5 tail

5 1 I have got long / short legs. 2 My pet has got a long / short tail. 3 My dad has got big / small hands. 4 My hair is long / short. 5 My fingers are long/short. 6 I have got big / small feet. Grammar 2

1 2 c

3 f 4 b T128

2 Where 3 When

5 a 6 d

3 How old 4 When

4 How 5 How 5 What 6 How many

4 1 What is your school’s name? 2 Who is your best friend? 3 How old are you? 4 How many DVDs have you got? 5 When is your friend’s birthday? 6 Where are your parents from? 7 What is your favourite film? 8 What are your favourite colours? Reading

1 b

2 Students’ own answers 3 1 Almería 2 tourists 3 has 4 Die Another Day 5 Kazakhstan

4 1 The town in the Western is 2 3 4 5

in Almería. The tours are in the summer. A famous actor in Westerns is Clint Eastwood. The small town has got one cinema (with two screens). Cádiz is a ‘Cuban’ port in the Bond film.

Listening 03

Audioscript, exercises 1 and 2

Welcome to Cambridge Cinema. In Screen 1 today we have got the new adventure film, Wings of a Bird, about a father’s search for his children. This film starts at 2.30. For children, the new cartoon Snake Eyes is on in Screen 2 at three o’clock. It’s in 3D and it’s a very funny film! At four o’clock we have got Sister Mystery in Screen 3. Buy your tickets and 3D glasses at the reception desk.

Ladies and gentlemen, we’ve got a missing child at the reception desk. Her name’s Ruby. She’s seven years old. She’s got long, fair hair and blue eyes. She says she’s with her mum today. If you are her mother, please come to reception. Snake Eyes is on now. Please go to Screen 2. And thank you: Ruby is with her mother now. Are you hungry or thirsty? When you’ve got your tickets, go to the café. It’s on floor 2 and it’s open now. It’s got lots of drinks and snacks. The doors are now openfor Wings of a Bird. Please go to Screen 1. And enjoy the film!

1 screen, film, children, cartoon, 3D, tickets, blue eyes, mother

2 1 b 2 b 3 c

4a 5b

3 1 Snake Eyes starts at three o’clock. 2 Wings of a Bird is about a father’s search for his children. 3 The cinema has got three screens. 4 Ruby is seven years old. 5 Ruby’s mother is at the cinema with Ruby. 6 The café is on floor 2. Speaking

4 2 What

3 How 4 much 5 glasses 6 Here 7 change Writing

5 1 is

2 has 3 is

4 is 5 has 6 P

2 1 history

Progress check

1 1 short

6 beard 7 average 8 dark 9 long 10 wavy

2 grey 3 tall 4 fair 5 moustache

2 1 neck

3 1 French

4 science 2 citizenship 5 music 3 Art

4 wings 5 legs 6 horn

2 hands 3 toes

4 1 On Wednesday morning

3 1 Andy has got a beard. 2 3 4 5

2

They haven’t got a pet. Have you got a brother? I haven’t got two pens. Have we got an English lesson?

3 4 5

4 1 How many sisters have you got? 2 Where is he from? 3 Who is your English teacher? 4 When is the football match? 5 What is your favourite film?

5 1 Who

1 2 plays

2 1 teaches 2 study 3 have

2 don’t like 3 study

5 1 go 2 starts 3 finishes 4 plays 5 sing

unit 2 1

4 goes 5 finish

2 He has got a bike. 3 We don’t go shopping at the weekend. 4 She tries to work hard. 5 The film doesn’t finish at eight o’clock.

4 1 goes

Vocabulary 1

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4 doesn’t think 5 don’t play 6 have 7 don’t go 8 don’t see 9 travel 10 watch

Vocabulary 2

1 1 have a shower 2 3 4 5

4 1 get up 2 3 4 5 6 7

have breakfast get dressed go to school have lunch watch TV go to bed

Grammar 2

1 1 Does 2 Do

2 2 e 3 b 4 a

3 Does 4 Do 5 f 6 d

3 1 Do … think 2 3 4 5 6

Does … start Do … get Does … listen Do … wear Does … teach

4 1 No, I / we don’t.

3 1 They don’t like Mondays.

9 ’m 10 What’s 11 His 12 What’s 13 haven’t got 14 have 15 Who

2 How 3 Where 4 sisters’ 5 ’re 6 brother’s 7 He’s 8 have you

5 misses

3 teaches 4 studies

Extension

1 1 My

I have got maths and science. The extra activity at lunchtime is art club. The first lesson after lunch is history. I have got PE at 2.30 in the afternoon. I go to drama club after school.

Grammar 1

6 Have 7 got 8 ’ve 9 haven’t 10 What

2 Where 3 How 4 What 5 ’ve

4 drama 5 dance

2 maths 3 PE

have lunch do sport meet friends go to bed

2 3 4 5 6

Yes, it does. Yes, I / we do. No, she doesn’t. No, I / we don’t. Yes, he does.

5 1 Do you like 2 I do. 3 Do you listen 4 I do 5 Do you have 6 I don’t 7 Does Kelly write 8 she does 9 Does she come 10 she doesn’t

6 1 Do you go to a large secondary school? 2 Do you live in a city? 3 Do you and your friends do sport? Reading

1 c

2 2 a 3 g 4 c

5 d 6 e 7 b

2 2 a 5 b

3 1 F The boys are from

3 g 6 c 4 f 7 e

Liverpool or nearby. 2 T

3 1 my homework 2 have 3 my room

4 up 5 do

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3 F He does his homework at the Academy, but he goes to school because the boys who study at the Academy are over 15. 4 T 5 T

4

1 Harry is 14 years old. 2 No, he doesn’t. 3 Harry has football training after school. 4 They come from Liverpool or nearby. 5 They train for an hour every day. 6 They play in the youth league. 7 Yes, they do. 8 No, they aren’t. Listening 05


Max Hi Sophie! Have you got your new timetable? Sophie Yes, but I don’t like it. I’ve got science all morning on Mondays and on Fridays. Max I’ve got science on Monday and Friday mornings too, with Mr Martin. Are you in Mr Martin’s group? Sophie No, I’m not. I’ve got Miss Benson. Max Who is your maths teacher? Sophie Mrs Potter. I’ve got her for maths on … Wednesday afternoons. Max Me too! Great! We can sit together. What about English? I’ve got English on Thursday mornings. Sophie Er, let’s see … No, I’ve got English on Tuesday mornings and Friday afternoons with Mr Davies. Max Oh, I’ve got Spanish in the morning on Tuesdays, and French on Friday afternoons. Sophie Wow! French and Spanish! You’re good at languages, aren’t’ you? Max Well, I really like them. Sophie I’m not very good at languages. I prefer English. Max English is a language! Sophie I know! I mean foreign languages. I like English because I like reading. I like drama too. Max There’s a drama club after school.

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Sophie Really? What day is it on? Max Look, here’s a list of all the after-school clubs. The drama club is on Wednesdays. Sophie Great! Do you want to do drama with me? Max No, not really. I’m too shy.

1 science, maths, English, Spanish, French, drama

2 1 science 2 Spanish 3 maths

4 English 5 French

3 1 isn’t 2 different 3 Mrs Potter 4 likes 5 Wednesdays

4 1 Mrs Potter 2 maths 3 English 4 French and Spanish 5 no Speaking

5 1 up

6 1 I’d like to sign up for 2 What day is it on 3 Where is it 4 What time does it finish Writing

7 2 .

3 ? 4 ,

8 ,

5 ? 6 ! 7 ?

Progress check

1 1 PE

2 English 3 ICT

5 1 ’ve got 2 are 3 gets up 4 tidies 5 Do you like 6 No, we don’t 7 studies Extension 1 Are 1 2 have 3 Have you got 4 What 5 don’t 6 your 7 meet 8 Do

8 Do you speak 9 Yes, I do 10 speak 11 do 12 Yes, we do 13 meet

9 ’ve got 10 Do 11 wants 12 do 13 Are you good 14 haven’t got 15 watch

unit 3 Vocabulary 1

3 What 4 Where

2 on

4 Do you meet friends at the cinema? Yes, I do. / No, I don’t.

4 art 5 maths

3 1 wears

5 play 6 doesn’t 2 have start 3 live 4 don’t study

4 1 Do you go to bed early at weekends? Yes, I do. / No, I don’t. 2 Does your best friend do sport? Yes, he / she does. / No, he / she doesn’t. 3 Do you play the piano? Yes, I do. / No, I don’t.

1 1 horse-riding

2 yoga 3 mountain-biking 4 cycling 5 athletics 6 surfing 7 swimming

2 1 play 2 goes 3 do

3 1 athletics 2 swimming

4 do 5 plays 3 cycling 4 surfing

4 2 go mountain-biking 3 4 5 6

do judo go skateboarding do aerobics do yoga

Grammar 1

1 1 never does 2 3 4 5 6

rarely watches are sometimes often play usually go are always

2 1 We often play football in the 2 3 4 5 6

winter. Sara sometimes goes to yoga classes. Swimming is rarely dangerous. I am usually happy. Dad never goes rollerskating. We do aerobics twice a week.

3 1 How often does your grandad play tennis? 2 How often do you do judo? 3 How often do your friends go skateboarding? 4 How often do you do gymnastics?

4 1 doing

3 wearing 4 going

2 watching

5 1 Do you like doing yoga? 2 I don’t mind going swimming. 3 Does he love playing tennis? 4 They don’t like doing sport. 5 I hate tidying my room. Vocabulary 2

1 run, ride, jump, throw, catch, hit, score, kick, lift, ski, dive, skate

2 1 catch 2 throw 3 score

3 1 ride 2 lift 3 kick

4 1 lifts 2 jumps 3 dives 4 score

4 jumps 5 rides 6 hit 4 skate 5 ski 5 catches 6 ski 7 rides 8 throws

Grammar 2

1 1 Where 2 Am 3 Do

2 2 a 3 d 4 e

4 Have 5 When

3 1 Do you do a lot of sport? 2 3 4 5

4 1 Where are the tennis balls? 2 Are the players excited? 3 When have we got training? 4 Where do they go surfing?

5 1 When are the Olympic 2 3 4 5

Games? Where do you do judo? Do you like cycling? What is your favourite sport? When do you go skateboarding?

Reading

1 team sports 2 1 d 2 f 3 e

4 a 5 c 6 b

3 1 T 2 F She has got some friends, but they don’t choose her for their teams. 3 T 4 F She has got a bike and she cycles to school. 5 F She says she loves dancing in her bedroom. 6 F She says aerobics is fun.

4 1 She wants to be healthy. 2 No, she isn’t. 3 No, she doesn’t. 4 She cycles to school every day in Week 3. 5 Daisy also wants to try running. Listening 08

5 c 6 b

✓ When has he got PE today? ✓ When do you do exercise / When do you exercise?


Hello and welcome to the programme. Today on Sports Scene we’ve got a feature on an American speed skater. His name is Apolo Ohno, and he’s an Olympic® champion. He’s got eight Olympic medals and two of them are gold medals.

How does Apolo stay at the top of his sport? He trains hard – he never stops! He’s got an incredible training programme. He often trains all day. Apolo usually starts his training session with some jumping. He jumps up 25 stairs, then runs back down, and then jumps up each step again. He does this for an amazing 45 minutes! Then, to rest his legs, he runs 1.5 km. After jumping and running, Apolo skates … and he skates fast. He skates at 60 km per hour. He goes around the track again and again. About three times a week Apolo lifts weights to build his strength. With so much training, has Apolo got time to relax? Well, yes, he has. Apolo thinks it’s important to relax. He loves his home city of Seattle, and he especially loves being in the beautiful parks there. The parks are good places for him to go cycling. In the USA, Apolo is famous for speed skating and for something else too. Millions of Americans know him as a dancer. He’s one of the champions on the TV show Dancing with the Stars. Where does he dance? … That’s right – on the ice!

1 2 Olympic medals 3 training programme 4 jumping 5 runs 6 lifts weights 7 relax 8 parks 9 cycling 10 dancing

2 1 two 2 starts 3 45

4 1.5 km 5 60 km 6 lifts weights

3 1 Apolo is from the USA. 2 3 4 5

He runs 1.5 km. He lives in Seattle. He cycles in the parks. Because they are beautiful and they are good places for him to go cycling. 6 The other activity he is famous for is dancing on ice.

T131

Speaking

4 2 Sure. Go ahead. 3 The questions are for a survey about the park. 4 Oh, OK. 5 How often do you go to the park? 6 I usually go about three times a week. 7 What do you do in the park? 8 I go skateboarding. I love it! 9 That’s all. Thanks for your time. 10 No problem. Bye! Writing

5 1 My class has got 25 students. 2 We all go swimming once a week in the summer. 3 Two students are never happy doing exercise. 4 Most of the students play football twice a week in the winter. 5 Some of the students go cycling after school. Progress check

1 1 athletics

2 mountain-biking 3 aerobics 4 yoga 5 horse-riding 6 judo 7 surfing

2 1 ride 2 jump 3 throw 4 score

5 hit 6 ski 7 run

3 1 I rarely do gymnastics. 2 We usually watch football on Saturdays. 3 He’s always happy in the snow. 4 I often go cycling early. 5 He never goes horse-riding.

4 1 Jade loves reading.

T132

2 She doesn’t mind going swimming. 3 She doesn’t like playing tennis. 4 She likes doing sport. 5 She hates watching football.

4 2 Am, b

5 1 What is your favourite 2 3 4 5

6 1 What’s 2 often 3 Once 4 usually do

5 1 Is Ben talking to Sophie? No, he isn’t. 2 Is Sophie choosing a dress? No, she isn’t. 3 Is Sophie carrying a bag? No, she isn’t. 4 Is Ben standing next to the table? Yes, he is.

5 doing judo 6 Do you 7 often go 8 don’t

6 1 Are … calling 2 3 4 5 6 7 8 9

Extension

1 1 What

2 Is 3 Where 4 finishes 5 usually

6 doing 7 doesn’t 8 Does 9 loves 10 always

unit 4 Vocabulary 1

Across 1 1 trainers 3 shirt 4 boots 6 jacket Down 1 T-shirt 2 shorts 5 skirt 6 jumper

7 socks 10 cap 12 trousers 13 jeans 8 coat 9 shoes 11 dress 12 tie

3 1 The man is wearing trousers, a shirt and a tie. 2 The boy is wearing jeans, trainers, a T-shirt and a jacket. 3 The girl is wearing a skirt, boots and a jumper.

2 having

2 1 is talking 2 isn’t wearing

1

Yes, I am ’m sitting isn’t sharing are cleaning ’s working Are … doing No, you aren’t ’m talking

Vocabulary 2

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2 1 proud 2 jealous 3 funny

3 1 friendly

Grammar 1

1 1 riding

4 Are, c

3 Are, a

sport? Are you tired after PE? Has he got a ticket? When have you got basketball training? Do you do judo?

3 winning 4 reading

2 selfish 3 confident

3 isn’t helping 4 is buying 5 is looking

Grammar 2

3 1 We’re driving to school. 2 I’m looking at some pictures. 3 You aren’t tidying your bedroom. 4 He’s writing an email.

4 lazy 5 clever 4 unfriendly 5 shy 6 adventurous

1 1 ’re wearing

2 travel 3 Do you watch 4 are they going 5 designs

2 1 is buying

Listening

2 Do you meet 3 ’m not going 4 wear 5 aren’t listening

3 1 Freya doesn’t wear jeans 2 3 4 5

every day. I’m buying some clothes at the moment. My mum isn’t using the computer now. ✓ We do sport every Saturday.

4 1 I work in a large fashion store. I’m not working at the moment. 2 I’m buying a coat now. Do you buy clothes every week? 3 My sister is making a skirt today. She often makes her clothes. 4 They rarely go shopping. Are they going shopping now? Reading

1 2 d 3 a

2 1 d 2 c 3 f

4 e 5 c 4 a 5 b 6 e

3 1 teenagers 2 Some 3 entertainment 5 teaches

4 1 The course lasts for two 2 3

4

5

weeks. The students study for six hours a day. After classes there are discos, film nights, talent shows and quizzes. Students can go swimming or play tennis in their free time. Students learn drawing and designing, T-shirt printing, using a sewing machine and decorating garments.

10


Presenter Hello! Well, it’s London Fashion Week. We’re backstage at one of the shows. Let’s meet one of the designers here at the show. I’ve got Paul Brady here with me. Paul, how are you feeling about your show today? Are you feeling confident? Paul Yes and no … I’m feeling nervous, too. Everyone is looking at my designs today. Presenter What’s your collection like? Paul I create classic designs. I don’t use lots of colour. I prefer a lot of black and white. Presenter Wow! These dresses are great! You’re very clever. Paul Thank you. I’m very proud of the clothes. Presenter OK, thank you, Paul. With me here backstage I’ve also got Jade Edwards, one of the stylists at the show. Now, Jade, can you describe your job for the listeners? Jade Yes, of course. The stylists look at the clothes and decide which clothes look good together. So, for example, this shirt looks nice with those grey trousers, but it looks really great with these pink trousers! Presenter Yes, I see … it’s like you’re getting dressed for a big party. Jade Yes, something like that! Then I make decisions about the show itself. A good fashion show needs a theme, a sort of story, to make it really exciting. Presenter What do you mean by a theme? Jade Well, we’ve got the clothes, but we also need to think about all the make-up and the hairstyles, and the music – that’s important, too. All these things are connected by the theme. Presenter Hmm, yes, I see. So, what’s the theme for Paul’s show? Jade Black and white Hollywood films! When I look at Paul’s black and white collection, I think of those amazing old films. Presenter So the models look like Hollywood film stars, is that right? Jade Yes, exactly! Oh, look … let’s watch them rehearse …

1 confident, dresses, clever, proud, shirt, nice, trousers, great

2 1 F Paul isn’t very confident 2 3 4 5 6

about the fashion show. F Paul’s clothes are classic designs. T T F The models are made up to look like film stars. T

3 1 Paul is feeling nervous. 2 No, it isn’t. 3 Jade is a stylist. 4 Jade decides the theme for the show. 5 The theme for Paul’s show is black and white Hollywood films. Speaking

4 1 I’m looking for a shirt. 2 3 4 5 6

Can I try it on? You can pay over there. What size are you? It’s too big. It looks great!

Writing

5 1 She’s carrying a beautiful 2 3 4 5

bag. They look amazing. He’s a funny actor. His shorts are black. Madonna is very famous.

Progress check

1 1 dress

2 tie 3 trainers 4 socks

2 1 f 2 d 3 h 4 b

5 trousers 6 cap 7 shorts 8 T-shirt 5 g 6 e 7 a 8 c

3 1 are playing 2 3 4 5

is wearing aren’t going aren’t having ’re smiling

T133

4 1 Is Anna buying some 2 3 4 5

shoes? Yes, she is. Is Jake wearing a hat? No, he isn’t. Are they cycling in the park? No, they aren’t. Are the boys doing their homework? Yes, they are. Are you tidying your room? No, I’m not/we aren’t.

5 football stadium 6 cinema 7 café Grammar 1

1 1 some

Extension

1 1 are you

2 ’m doing 3 What 4 We’re 5 looking 6 ’ve 7 ’s wearing 8 raining

9 your 10 sitting 11 She’s wearing 12 Do 13 I do 14 Have you got

2 1 C

1 1 café

2 swimming pool 3 gym 4 shopping centre 5 park 6 bowling alley 7 library 8 football stadium 9 cinema 10 restaurant 11 skate park

2 1 football stadium 2 restaurant 3 shopping centre 4 library 5 bowling alley 6 skate park

3 1 swimming pool 2 café 3 gym 4 shopping centre 5 park

4 1 skate park

T134

2 shopping centre 3 gym 4 swimming pool

Sanford? Yes, there are. 2 Is there a cinema? No, there isn’t. 3 Is there a library? Yes, there is. 4 Is there a park? Yes, there is. 5 Are there any gyms? Yes, there are. 6 Is there a shopping centre? No, there isn’t.

6 U 7 U 8 U 9 C 10 C

2 P 3 C 4 C 5 P

3 1 There is a 2 There aren’t any 3 There is a 4 There aren’t any

4 1 are

4 1 many 2 much

there in this yoghurt? 2 How much juice is there in the bottle? 3 How many gyms are there in the sports centre? 4 How many people are there in the café?

Vocabulary 2

1

P O T

A

T O E S E S

E R F

I

S H C A K E

A

I

U B S

S C H

I

S E C S

J H A M O

C K E N H R J M

I

L

K A

A N E C R

I

L U J U

I

C E O N G

A

H E

T O

I

S P S N T

Y A E

D S N T C H E

E S E

Y O G H U R T

P O A

2 1 Chicken 2 cheese 3 Oranges

3 1 Rice 2 fish 3 salad

2 Is 3 Is

6 1 How much water do you drink every day? 2 How many vegetables do you eat for lunch? 3 How much fish do you eat every week? 4 How many bags of crisps do you eat at weekends? Reading

1 c

4 cakes 5 Nuts

2 1 c

4 milk 5 peas 6 ham

3 1 T

Grammar 2

1 1 Are

3 many 4 much

5 1 How many calories are

7 some 8 a 9 isn’t 10 a 11 isn’t 12 any

2 a 3 an 4 are 5 a 6 some

unit 5 Vocabulary 1

3 1 Are there any cafés in

5 any 6 any 7 an

2 isn’t 3 a 4 an

5 1 ’m reading 5 designs 6 comes 2 like 3 don’t know 7 has got 8 talks 4 ’s got

3 Is there some juice in the school cafeteria? 4 Is there a sports centre in your town?

4 Are 5 Is

2 1 Are there any sandwiches in your bag? 2 Is there a bowling alley near your school?

2 e 3 b

4 f 5 a 6 d

2 F She often has a baked potato, bread or brown rice with fish, meat or other proteins like pulses. 3 T 4 F She thinks it is OK if you have a small amount of it. 5 F She drinks coffee, water and special energy products on competition days. 6 T 283

4 1 Chrissie has two meals in 2

3 4

5

the morning. She eats a baked potato, bread or brown rice at lunchtime. She eats vegetables twice a day. When she has a race she has rice cereal and coffee for breakfast. After a competition she eats high-energy, high-fat food like chips, pizza and burgers.

Listening 12


Oliver Are you enjoying your visit to the UK? Grace Yes, I am. It’s very different from the USA. But it’s fun. Oliver Who are you staying with? Grace My aunt and cousins. Oliver Let’s sit here. Grace OK. Wow, this is a great park. Oliver Yes, it is. I usually come here every weekend and go skateboarding. Grace Oh, is there a skate park here then? Oliver Yes, it’s over there. Do you like skateboarding? Grace No, I’m not very good at it. I like other sports though, like swimming and tennis. Is there a sports centre in the town? Oliver Yes, there is. It’s very good. It’s got a swimming pool and a gym. There’s even a bowling alley there. Would you like to go bowling one day? Grace Yes, that sounds good. Are there any cinemas here? Oliver Yes, there’s a cinema in the shopping centre. Grace Do you want to see a film this Saturday? Oliver Yeah, sure. There’s a nice café next to the cinema. Let’s go there first and have something to eat. Grace OK. What time? Oliver Six o’clock? The films usually start at seven. Grace Great. Come on. Let’s walk in the park a bit …

1 c

2 1 the USA 2 park 3 skate park 4 sports centre 5 swimming pool 6 gym 7 bowling alley 8 cinemas 9 shopping centre 10 café

3 1 T 2 T 3 F She doesn’t like skateboarding and she isn’t very good at it. 4 F She does want to go bowling. 5 T

4 1 Grace is from the USA. 2 She is staying with her aunt and cousins. 3 Oliver goes skateboarding every weekend. 4 Yes, there is. 5 The café is next to the cinema. 6 They are meeting at six o’clock on Saturday. Speaking

5 1 Can I help you? 2 Yes, I’d like some pasta, please. 3 OK, some pasta. Would you like anything to drink? 4 Have you got any apple juice? 5 Yes, here you are. Is that everything? 6 Yes. How much is it? 7 That’s £5.55, please. 8 Here you are. 9 Thanks. Enjoy your meal! Writing

6 1 First

3 Next / Then 2 Then / Next 4 Finally Progress check

1 1 park

2 skate park 3 sports centre 4 swimming pool 5 library 6 cinema 7 shopping centre

2 1 nuts 2 rice 3 crisps

3 1 is a 2 aren’t any 3 isn’t a

4 cake 5 cheese 6 juice 4 are some 5 isn’t any

4 1 Is there an apple in the bowl? 2 Is there any rice in the cupboard? 3 Is there a swimming pool here? 4 Are there any children in the cinema?

5 1 How many calories are 2 3 4 5 6

there in pizza? How much rice do you want? ✓ How many people go to your school? How many potatoes are there? How much sugar is there in the dessert?

6 1 much 2 some 3 some 4 any 5 is

6 many 7 a 8 Are 9 any 10 some

Extension

1 1 What do you have 2 How often do you eat 3 Are there any 4 Is there anything 5 Are you 6 How many days 7 How much fruit 8 Have you got 9 There are some 10 There aren’t many 11 There isn’t 12 are sometimes

unit 6 Vocabulary 1

1 desk, chair, cupboard, shelf, lamp, mirror

T135

2 1 sofa 2 armchair 3 wardrobe 4 bed 5 fridge

3 1 chair 2 wardrobe 3 shelves

4 1 mirror 2 lamp

6 cooker 7 table 8 bath 9 sink 10 toilet 4 sofa 5 sink 6 table 3 cooker 4 armchair

Grammar 1

1 1 bigger

2 cheaper 3 more difficult 4 shorter 5 more expensive 6 better 7 worse

2 1 easier 2 smaller 3 more comfortable 4 more popular 5 longer

3 1 more expensive than the mirror 2 cheaper than the armchair 3 older than the table

4 1 My dad is / isn’t taller than me. 2 My bedroom is / isn’t smaller than our living room. 3 My phone is / isn’t newer than my dad’s phone. 4 I’m / I’m not quieter than my friend.

5 1 is under

5 is in front of 6 is opposite 2 are in 7 is next to 3 is on 4 is between 8 behind Vocabulary 2

1 Across

2 castle 4 (+ 5 down) youth 7 log cabin 11 apartment 12 hotel Down 1 mobile home 2 caravan T136

3 lighthouse 5 (+ 4 across) hostel 6 farm 8 villa 9 tent 10 barge

2 1 tent 2 log cabin 3 caravan

4 villa 5 apartment

3 1 hotel

4 barge 2 lighthouse 5 castle 3 youth hostel Grammar 2

1 1 can’t

2 must 3 mustn’t

2 2 can’t 3 can 4 can

4 Can 5 can’t 5 must 6 mustn’t

3 1 can’t phone 4 mustn’t use 2 must show 5 can do 3 can’t be

4 1 d You can rent this villa between May and October. 2 c You can’t go shopping here on Sundays. 3 a You mustn’t listen to music at school. 4 b You can make a fire next to your tent. Reading

1 b

2 2 g 3 a 4 b 5 h

6 c 7 e 8 f

3 1 six 2 part of the year 3 visit 4 some 5 Sand Island

4 1 The duties of a volunteer keeper are to show tourists the lighthouses and help them set up camp on the islands’ campsites. 2 Michigan Island is especially quiet.

3 People on Michigan Island use a pump to get water from Lake Superior. 4 Sand Island is good for sociable people to work on. Listening 14


Callum Mum! Where’s my school bag? Mum I don’t know, Callum. Why? Callum I want to call Tom, but I can’t find my phone. It’s usually in my school bag. Mum Where do you usually put your bag? Callum Under my desk in my bedroom. Mum And it’s not there now? Callum No. Mum Try the kitchen. Is your bag there? Callum Oh yes, here it is, opposite the door ... Oh, but my phone isn’t in it. Mum Well, look on the table. You sometimes leave your phone there. Lisa Hi, Mum. Mum Oh, hello Lisa. Do you know where your brother’s phone is? Callum can’t find it. Lisa No, er, sorry – no idea. Is it in the bathroom? Mum Don’t be silly, Lisa. It can’t be in the bathroom. He’s not looking there. Oh, I know … Callum, why don’t you look next to the computer in the dining room? Callum OK. Callum No, it’s not in the dining room. Mum Callum, I can hear your phone ringing here in the living room! Callum Ah, there it is! It’s on this shelf, between the books. How strange! Why is it there …? Ooh, Lisa! Callum Lisa! Come back here!

1 He wants to find his phone. 2 1 his bedroom 2 the kitchen 3 the bathroom 4 the dining room 5 the living room He doesn’t look in the bathroom.

6 1 better

3 1 under, desk 2 3 4 5

5 under 6 opposite 2 bigger 7 can 3 more comfortable 8 must 4 in

opposite, door on, table in, dining room between, books

4 1 Callum needs his phone 2

3 4 5

Extension

1 2 are

because he wants to call Tom. He usually puts his bag under his desk in his bedroom. Lisa is Callum’s sister. No, she isn’t. I think the phone is on the shelf in the living room because Lisa put it there.

3 get 4 straight 5 turn 6 cross

7 past 8 right 9 far 10 minute

Progress check

1 1 bed

2 desk 3 lamp 4 wardrobe

5 mirror 6 sofa 7 shelf 8 cupboards

2 1 castle

6 youth hostel 2 tent 3 lighthouse 7 apartment 4 log cabin 8 villa 5 farm

3 1 You’re not faster than me. 2 Millie is older than Alex. 3 My book is better than your book. 4 Your room is tidier than my room. 5 Her bag is not heavier than his bag.

4 1 in 2 next to

3 under 4 opposite

5 1 You can come to my 2 3 4 5

house. Gemma must finish her homework. We mustn’t use mobile phones at school. I can’t do PE today, I forgot my kit. You must wear a uniform at school.

11 twice 12 better 13 rides 14 every 15 much 16 must

3 many 4 sharing 5 Our 6 next 7 smaller 8 opposite 9 isn’t 10 can

4 2 There wasn’t 3 4 5 6

unit 7

Speaking

5 2 tell

2 Were you busy last weekend? Yes, I was. / No, I wasn’t. 3 Was your holiday fun last summer? Yes, it was. / No, it wasn’t. 4 Were you and your family at home yesterday evening? Yes, we were. / No, we weren’t.

1

5 1 Were there mobile phones?

Vocabulary 1

S

T

R

A

T

E

G

Y

I

D

R

A

I

S

O

Q

T

N

P

V

A

E

D

A

M

F

L

U

Q

U

A

N

F

V

G

A

U

I

E

I

Z

U

C

E

E

D

C

O

L

T

P

Z

S

I

R

N

C

T

G

T

A

N

L

Z

N

E

T

R

I

V

I

A

T

E

A

G

N

U

R

O

D

N

T

R

I

S

Y

C

R

A

N

C

Z

Z

T

N

O

S

E

E

N

N

I

D

R

A

C

I

N

G

2 1 dancing 2 trivia

3 1 fitness 2 quizzes 3 action

3 racing 4 role-play 4 strategy 5 simulation

2 was 3 weren’t

No, there weren’t. 2 Was there a games console? No, there wasn’t. 3 Was there a TV? Yes, there was. Vocabulary 2

1 1 chat show

2 weather forecast 3 game show 4 the news 5 sports programme 6 advert 7 music programme

2 1 soap opera 2 comedy 3 documentary 4 film 5 drama

3 1 music programme

Grammar 1

1 1 were

There were there were there was There weren’t

4 wasn’t 5 wasn’t

2 1 That quiz wasn’t interesting. 2 I was good at chess. 3 Those computer games weren’t fun. 4 Were you pleased with them? 5 She wasn’t happy at school. 6 The people in my game were funny.

3 1 Was your English lesson easy yesterday? Yes, it was. / No, it wasn’t.

2 documentary 3 sports programme 4 chat show 5 soap opera 6 drama 7 the news Grammar 2

1 2 watched 3 studied 4 played 5 finished

6 liked 7 pushed 8 started

2 1 We all tidied the house at the weekend. 2 They started school at eight o’clock this morning. 3 ✓ T137

4 He watched TV last night. 5 ✓

3 1 lived 2 listened 3 stayed

4 cooked 5 looked

4 1 discovered 5 agreed 2 used 3 phoned 4 asked

6 worked 7 helped 8 finished

Reading

1 1 The beginnings 2 3 4 5

Worldwide success Positive judges Listening not looking Working together

2 2 f 3 a 4 g

5 e 6 b 7 d

3 1 T 2 T 3 F The judges usually give very positive comments to the contestants. 4 F The judges aren’t interested in what the singers look like. 5 T

4 1 The first name of The Voice 2 3

4

5

was The Voice of Holland. The Voice is a reality TV show. The judges usually give very positive comments to the contestants. At first, the judges only judge the singers on how they sound, not on how they look. The Voice is more about collaboration, but other reality shows are more about competition.

Listening 16

T138


Presenter This morning I’m in a shopping centre and I’m finding out about toys and games. What’s popular now and what was popular in the past? … Excuse me, sir. Can I ask you some questions? Man Of course!

Presenter Thanks. What did you play with when you were a child? What sort of toys and games? Man Ah, that was a long time ago – I’m 64! Well, my favourite game was probably playing football in the street with my friends. Presenter Was that a bit dangerous? Man Not really. There weren’t many cars, so it was quite safe then. Presenter What about toys? What did you have? Man Oh, I had a fantastic train set. Presenter Thank you … Now, moving over here … Hello. Here’s a mother with her teenage son. Can I ask you both about your favourite toys and games? Mum and Sam OK. Presenter Great. OK, Mum first! Mum When I was very little I played with my dolls a lot. Presenter And what about when you were a teenager? Did you have any computer games then? Mum Yes, I did. My brother and I had a computer with a very simple game. It wasn’t like the computer games today. It was a type of tennis. I loved it, although it was very simple compared with the ones you can play today. Presenter Did you play chess? Mum Oh yes! I loved playing chess. It was hard, though, and my brother was very good at it! Presenter And, what about you? What’s your name? Sam Sam. Presenter So, Sam, what did you play with when you were younger? Sam I don’t remember! Mum What about plastic building bricks? You really loved building things when you were little. Sam Oh yeah! I played with bricks a lot. I built tall towers and castles. And I had lots of toy cars. I loved racing them, too. Presenter Did you play computer games? Sam Well, I had a hand-held games console and I played action games, stuff like that. Presenter And what about now? Sam I’ve got a laptop computer now. I quite like strategy games, but I don’t play computer games very

often, actually. I prefer meeting my friends. Mum Um, Sam … that’s not exactly true. You play computer games all the time! Sam Hmm, maybe … But I play them with my friends!

2 football, train set, dolls, tennis, chess, building bricks, toy cars, games console

3 1 b 2 a 3 b

4 a 5 c 6 b

4 1 The man played football in 2 3 4 5

the street. She played computer games and chess. She played chess with her brother. He made tall towers and castles with the bricks. They play computer / strategy games together.

Speaking

5 1 ready

2 minute 3 explain 4 first

5 must 6 How 7 win 8 Good

Writing

6 1 I also enjoy going to the cinema. 2 There were also a lot of children at the park. 3 There was also some food at the party. 4 He also listens to music programmes. Progress check

1 1 action /

4 fitness adventure 5 dancing 2 adventure / 6 puzzle 7 quiz action 8 role-play 3 racing

2 1 chat show 2 Soap operas 3 Adverts 4 documentary 5 Cartoons 6 weather forecast 7 game show

3 1 Computer games weren’t 2 3 4 5

very good in 1985. Were soap operas popular in 1960? The weather forecast was terrible last night. Was your brother tired after school? They were happy this morning.

3 1 piano

7 There were 8 were 9 called 10 used

Extension

2 1 bought 2 went 3 performed

3 boring 4 surprising

3 have 4 wore

3 quiet 4 rubbish

4 had 5 listened

Grammar 2

1 1 listen

2 know 3 have

term. 2 Mum didn’t go to work a week ago. 3 We didn’t buy the DVD last weekend. 4 I didn’t wear a uniform when I was younger.

4 2 d

5 c 6 b

3 a 4 f

1 1 older

8 Inside 9 are 2 Some 10 many 3 can’t 4 discovered 11 play 12 is 5 was 13 are 6 played 7 created

Vocabulary 1

1 Across

1 conductor 5 choir 8 pianist 9 (+ 6 down) key 10 drummer

5 1 I had … for lunch yesterday. 2 I went to … last weekend. 3 I bought … last month.

Down 2 orchestra 3 guitar 4 bass player 6 (+ 9 across) boards 7 singer

piano

guitar

singer

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

✓ ✓

✓ ✓ ✓ ✓ ✓

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

✓

conductor

drums

1

✓

✓

Vocabulary 2 S B A M L

I

V

L

Y

L U N U S U A

L G C

E R R

I

B L

E R A

L

T

I

Q U

I

E

T

O Q B O R

I

N G A H

U A M A Z

I

N G T C

D R Q N G A S

T

E Y

G A N R U B B

I

S H

O R

L N Z

I

G

I

N A

S B A N N O Y ✓

E

T

E P

2 1 amazing 2 Rubbish 3 Unusual

5 catchy 6 unusual 1 original 5 lively 6 fantastic

4 buy 5 give

2 1 ✓ 2 3 4 5

Did you want to talk to me? No, he didn’t. ✓ Did she watch a film last night?

3 1 What did you play? 2 Where did you go? 3 Where did you live? 4 When did you buy it?

He joined an R&B group called NuBeginnings in 1987 and competed in a TV talent competition in 1991. He became famous in 1997 with the album My Way. He recorded ‘OMG’ with will.i.am for the Raymond v. Raymond album and sold more than 300,000 copies of Raymond v. Raymond in one week. He travelled around the world in 2010–2011 on the OMG tour.

unit 8

✓ ✓ ✓ ✓

4 2 loud

2 became

5 1 there were 6 listened

classical country heavy rock jazz Latin opera pop rap

Grammar 1

1 1 went

weren’t 2 Were there 3 There were 5 Was there

2

3 2 annoying

3 1 I didn’t study music last

4 1 There was 4 There

2 worked 3 cooked 4 tidied 5 cleaned

4 choir 2 drummer 5 orchestra 3 bass guitar

I

N G

4 Lively / loud, quiet 1 lively

4 1 Did you see Becky? 2 What did they see? 3 Did MP3 players exist? 4 Where did your family live?

5 1 Did you listen 2 3 4 5

Did you see did you buy Did she like Did she have

Reading

1 c

2 1 d 2 a 3 e

4 f 5 c 6 b

3 1 F They used drums hundreds of years ago. 2 T 3 F DJs played funk and soul records at parties in the Bronx. 4 F The Sugarhill Gang released the first rap single. 5 T

4 1 Poets and storytellers used drums when they told stories in West Africa. 2 Rap music developed in the 1970s in the Bronx in New York. T139

3 People met in houses and in the streets to have parties. 4 They listened to funk and soul music at these parties. 5 The people at the parties sang about their lives. Listening 18

T140


Presenter Hello and welcome to Classic Radio, the programme that’s all about music. And today in the studio I’m talking to three young musicians from the New City Youth Orchestra. OK, first, can you tell me who you are and what you play? Tom Hi, I’m Tom and I play the piano. Sarah Hello. I play the violin. Oh, and, um, my name is Sarah. Presenter Hi Tom, hi Sarah. And so you must be Fiona. You play the guitar, don’t you? Fiona That’s right. I’m not usually part of the orchestra, but a year ago they asked me to tour with them because they wanted a guitarist. One of the pieces they played was Rodrigo’s Concierto de Aranjuez. I played the solo part on a traditional Spanish guitar. Presenter It was an important tour, wasn’t it? I believe you travelled to five different countries. Er, Tom, is that right? Tom Yes, that’s right. We started in the UK, then we performed in Paris and Madrid. Presenter What was it like to perform the Concierto in Spain? Fiona Oh, it was absolutely amazing! Presenter What other countries did you go to? Sarah …? Sarah We went to Germany and then we flew to the USA for a concert in New York. It was great. It’s a really lively city. Presenter And how did you travel with all your instruments? Fiona Well, in Europe we had a tour bus with a trailer. It carried all the instruments. Tom Except my piano! I played a different one in every city. Fiona When we flew to New York, I bought a ticket for my guitar. It’s very expensive, you see. I wanted it next to me all the time!

Presenter Good idea. So, Fiona, why are you back with the orchestra again at the moment? Fiona We’re making a CD. The orchestra invited me back to play the Concierto with them at the recording studio. Presenter Great! Well, thank you, all of you. And good luck with the CD. Let’s hear a bit of the Concierto now …

1 1 c

3 b

2 a

2 1 c 2 b 3 a

4 c 5 b

3 1 They wanted a guitarist. 2 A traditional Spanish guitar. 3 The UK, France, Spain, Germany and the USA. 4 They are making a CD. Speaking

4 1 have

2 really 3 terrible 4 did

5 about 6 How 7 Nothing 8 went

Writing

5 1 in

2 At 3 When 4 later

5 In 6 at 7 In

Progress check

1 1 singer

5 orchestra 6 pianist 2 guitarist 7 conductor 3 guitar 4 bass player

2 1 boring 2 rubbish 3 lively

4 annoying 5 catchy 6 surprising

3 1 I enjoyed the festival. 2 Lisa didn’t buy Kanye West’s first album. 3 Tim sold his MP3 player. 4 We went to school yesterday.

4 1 Where did you buy your coat? 2 Did he go to Edinburgh last year? 3 When did you see the film? 4 Who did you see at the music festival?

5 Why did she stop learning the piano?

5 1 Did you like 7 grew 2 I did 3 loved 4 bought 5 did you start 6 saw

8 wanted 9 Did you look 10 I didn’t 11 didn’t look

Extension

1 1 Did you go 7 don’t know 2 Do you remember 3 saw 4 was 5 gave 6 didn’t come

8 bought 9 tried 10 weren’t 11 don’t live 11 not doing

unit 9 Vocabulary 1

1 2 d

8 e 3 g 9 l 10 c / f 4 b 5 k 11 f / c 12 j 6 h 7 a

2 1 send cards 2 go to church 3 decorate the house 4 watch fireworks 5 go to / have a party 6 eat special food 7 sing songs 8 give presents 9 visit relatives 10 wear a costume 11 watch street parades

3 1 went 2 has 3 watched

4 watching 5 wore

4 1 decorate the house 2 3 4 5

send cards give presents eat special food sing songs

Grammar 1

1 1 ’m not 2 ’s 3 Are

Grammar 2

4 ’re 5 not going to

2 1 Elliot is going to sell the 2 3 4

5

tickets. I’m going to phone the DJ. Mr Clark isn't going to buy the fireworks. Mr Clark and Miss Martin aren't going to go shopping on Saturday. We’re going to decorate the school hall on Friday.

3 1 Is Tom going to phone the DJ? No, he isn’t. I’m going to phone the DJ. 2 Are Tom and Holly going to choose some music with me? Yes, they are. 3 Am I going to buy the fireworks? No, I’m not. Mrs Knight is going to buy the fireworks. 4 Are we going to tidy the hall on Saturday? No, we aren’t. We’re going to tidy the hall on Sunday.

4 1 her 2 me 3 it

5 2 them 3 him

4 you 5 us 4 us 5 me

1 2 d 3 e

2 1 is wearing 2 3 4 5

2 Ethan is having a party at his house on Saturday night. 3 Are we leaving the theatre at ten? 4 The train is arriving at 9.40pm. 5 ✓ 6 I’m not watching the fireworks tonight because I don’t like loud noises.

4 1 ’re practising 2 are you doing 3 helping 4 ’m revising 5 are buying Reading

1 b

2 2 g 3 a 4 e 5 h

7 loudly 2 dangerously 8 nicely 9 quickly 3 easily 10 regularly 4 happily 11 well 5 hard 6 healthily

2 1 healthily 2 easily 3 badly 4 well 5 quickly 6 happily

3 1 regularly 2 badly 3 well

7 carefully 8 regularly 9 nicely 10 dangerously 11 hard 4 proudly 5 carefully

6 f 7 d 8 c

3 1 F It is about King James 2 3

4 5 6

4 People in Lewes can watch street parades and fireworks. Listening

’re playing aren’t travelling Are you decorating isn’t giving

3 1 ✓

Vocabulary 2

1 1 carefully

4 b 5 a

the First of England and Scotland. T F The king’s guards discovered Guy Fawkes in the House of Lords. T T F Lots of bands are going to play all evening.

4 1 They were going to start a fire / make an explosion under the Parliament building. 2 5th November. 3 People light huge bonfires and watch fireworks. Many people make large models of Guy Fawkes.

20


I’m Nisha and I live in Birmingham in the UK. We celebrate the Hindu festival of Diwali every year in the autumn. It’s the start of our new year and it makes us think of new beginnings. We’re getting ready for this year’s festival at the moment. Today we’re cleaning the house well. It’s something the family do together. We make the house clean because we want the goddess Lakshmi to come into our homes. We believe she brings us good luck and wealth, or money. Another important part of Diwali is buying new clothes. I’m going to choose some new clothes with my mum tomorrow. On Thursday our family is going to make lots of sweets and special food. We give these sweets as presents to our family and friends. We also send special Diwali cards. I’m going to write my cards this evening. Perhaps my favourite part of Diwali is when we decorate the house. We’re going to decorate our house on Friday. We’re going to put lots of little lamps and lights all around it. It always looks very beautiful. We put the lights in our homes to guide Lakshmi. She doesn’t come if the house is dark. At the weekend we’re visiting my grandparents and then some more of our relatives are coming to visit us. Our cousins are arriving on Saturday afternoon. We are going to eat special food together. In the evening, we’re going to watch fireworks. My dad and my uncles are going to do a fireworks display in our garden. The lights and the fireworks are the things which make Diwali so special for me.

1 new year, give presents, send cards, lights, visit relatives, eat special food, watch fireworks

2 1 Clean 2 write 3 Buy 4 Make

5 Decorate 6 Watch T141

3 1 Diwali is in the autumn. 2 People clean the house before Diwali because they want the goddess Lakshmi to come into their homes. 3 They believe Lakshmi gives them good luck and wealth, or money. 4 They decorate the house with little lamps and lights. 5 They are going to eat special food together and watch fireworks. Speaking

4 2 I’m not – sorry! 3 Are you free in the evening? 4 Who else is going? 5 See you on Saturday. Writing

5 1 in

2 on 3 at 4 at

5 in 6 at 7 in 8 at

Progress check 5 fun 1 1 go 6 watched 2 cards 3 going to / 7 give 8 special having food 4 wears

2 1 healthily 2 quickly

3 regularly 4 well

3 1 You aren’t going to like the 2 3 4 5

film. Jo’s going to travel to the USA next summer. Are they going to visit regularly next year? I’m going to learn German next year. Are you going to go to Adam’s party?

4 1 him 2 us 3 them

4 it 5 you

5 1 is leaving 2 3 4 5

T142

’re finishing Are … meeting ’m not watching are playing

6 1 Have you got 2 visiting 3 are 4 going 5 aren’t arriving 6 Are you going 7 visit 8 ’m going 9 You’re 10 You’re going to have 11 ’m staying Extension 1 ’ve 2 practising 3 are 4 started 5 was 6 than 7 have

8 ’m dancing 9 in front of 10 was 11 watched 12 older 13 can 14 me

GRammar Exercises starter unit 1 1 That 2 This 3 Those

2 1 their 2 It 3 They

3

4 5

6

unit 1 1 1 ’ve got 2 have got 3 ’s got

4 ’ve got 5 ’ve got 6 have got

2 1 They’ve got three dogs. 2 3 4 5

I’ve got English homework. We’ve got a favourite film. She’s got green eyes. It’s got four legs.

3 1 hasn’t got 4 haven’t got

4 her 5 His

4 1 We have got 3D glasses.

2 My grandparents’ house is in Scotland. 3 My sister’s boyfriend is very nice. 4 All the teachers’ cars are very old. 5 Your cousins’ names are unusual. 6 Her best friend’s name is Jane. 2 are 3 is

2

No, it’s not. Are your best friends in your class? Yes, they are. Are your parents Colombian? No, they aren’t. Is his teacher German? Yes, he is. Are you and your cousins 13 years old? No, we’re not. Is her mum a doctor? Yes, she is.

4 This 5 That

3 1 Jim’s eyes are very green.

4 1 ’m

6 1 Is your house in Bilbao?

4 are 5 ’s

5 1 I’m not from France 2 My friends aren’t Moroccan. 3 My dad isn’t in New Zealand. 4 You and your cousins aren’t 11 years old. 5 She isn’t English.

2 hasn’t got 5 haven’t got 3 haven’t got 6 hasn’t got 2 Gollum hasn’t got much hair. 3 Has she got a favourite teacher? 4 My dad hasn’t got a beard. 5 They haven’t got tickets for the film.

5 1 Has your friend Mike got a 2 3 4 5 6

pet? Yes, he has. Have you got a favourite actor? Yes, I have. Has she got green eyes? No, she hasn’t. Have they got beautiful voices? No, they haven’t. Has it got a long neck? Yes, it has. Have dragons got two wings? Yes, they have.

6 2 f 3 e 4 a

5 g 6 b 7 d

7 1 What’s your dad’s name? 2 Where is she from? 3 How many houses have they got? 4 When is the film festival? 5 How old is your grandad?

2 live 3 wears

2 1 watches 2 studies 3 has 4 goes

4 say 5 like 6 go 5 sleeps 6 does 7 finishes

3 1 sleeps 2 doesn’t watch 3 finishes 4 does 6 have 5 goes 7 don’t study

4 1 I don’t go to ballet school. 2 My friend doesn’t sing very well. 3 Julie doesn’t go to bed very late. 4 My sister doesn’t meet her friends on Sundays. 5 We don’t do a lot sof sport at my school. 6 They don’t wear a school uniform. 7 He doesn’t study performing arts.

5 1 Do you like ICT and history? 2 Do you start school at 6am? 3 Does your grandma use a computer? 4 Do your parents play cricket? 5 Do your friends do their homework every day? 6 Does Richard live near you? 7 Does your brother play the guitar?

6 1 Yes, she does. 2 No, they don’t.

Yes, she does. No, I don’t. No, they don’t. Yes, I do. Yes, he does.

unit 3 1 1 I always watch the 2 3

unit 2 1 1 hates

3 4 5 6 7

4 5 6

Olympics on TV. He never wins a race. The Winter Olympics are usually in February. We often go to a football match. She sometimes does exercise before school. I rarely lose a game.

2 1 Jane often goes to the gym. 2 Paul never plays tennis at the weekend. 3 I usually do my homework after school. 4 My dad always watches Manchester United matches on TV. 5 We sometimes go skiing in winter.

3 1 How often does he play in the school team? 2 Does she sometimes win a match? 3 Do they usually do winter sports? 4 Do you always skate on ice? 5 How often does your brother lift weights?

3 Where do your family go horse-riding? 4 Does your sister like running? 5 How many people play in a football team?

6 1 does she live 2 3 4 5

she got a pet/any pets does she run she like her sport does she like doing in her free time

unit 4 1 1 ’re 2 ’m 3 ’re

2 1 is / are winning 2 are listening

4 ’s 5 ’re 3 ’re wearing 4 ’re going 5 ’s carrying

3 1 I’m not celebrating my birthday. 2 They aren’t playing basketball. 3 My dad isn’t feeling energetic! 4 We aren’t dancing at the prom. 5 You aren’t studying. 6 Anne and Rob aren’t making new clothes.

4 1 riding 2 swimming 3 visiting 4 carrying

5 lying 6 sleeping 7 dancing

4 1 We love playing football in

5 1 Are they walking to school?

the rain. 2 They hate going to the gym. 3 My father doesn’t mind training every day. 4 I don’t like watching sport on TV. 5 My friend likes skateboarding in the park.

No, they aren’t. 2 Is your friend going home? No, he / she isn’t. 3 Are you studying English? Yes, I am. 4 Are we celebrating her birthday? No, we aren’t. 5 Are Carol and Matt competing in the TV show? Yes, they are. 6 Am I playing basketball? Yes, you are. 7 Is Gerry riding a horse? No, he isn’t. 8 Are you listening to T143 music? Yes, I am.

5 1 How many medals has she got? 2 Do they go surfing in the holidays?

6 1 ’re wearing 6 ’m not playing 2 does 3 isn’t smiling 7 buy 4 don’t study 8 see 5 ’s learning

2 There is 3 There are

4 There are 5 There is 6 There is

2 1 There aren’t 4 There aren’t 2 There isn’t 3 There isn’t

5 There isn’t 6 There aren’t

3 1 Is there a café next to the 2 3 4 5 6

swimming pool? How many calories are there in a chocolate cake? Is there a drinks machine here? How much milk is there in the fridge? Are there any strawberries for dessert? Is there some fruit on the table?

4 1 any 2 some 3 an 4 an

5 countable friend group library orange potato school people

6 1 friends 2 meat 3 money

2 better 3 tidier 4 more comfortable 5 more expensive

3 1 Chinese is more difficult

unit 5 1 1 There are

2 1 more modern

5 any 6 a 7 any uncountable fruit meat money rice spinach water pasta 4 apples 5 people 6 eggs

2 3 4 5

4 1 in 2 on 3 in front of

T144

2 more intelligent 3 worse 4 later 5 wider 6 redder / more red 7 tidier 8 more comfortable 9 more popular

4 between 5 opposite

5 1 He can’t stay out late. 2 Can you be noisy in class? 3 We can’t have a party in the street. 4 She can have pets. 5 Can we go to the concert this Saturday? 6 We can watch TV before dinner. 7 You can’t use your mobile phone in class.

6 1 mustn’t 2 must 3 mustn’t

4 must 5 must 6 must

unit 7 1 1 was 2 were 3 were

2

3 4

5

2 3 4 5

6

7

football match? Yes, they were. Was Dave in the library at 11am? No, he wasn’t. Were we in our English class at 10pm? No, we weren’t. Was Paula in Seville two days ago? Yes, she was. Were they at the party last weekend? No, they weren’t. Were you and your brother in London last month? Yes, we were. Was the film good last night? No, it wasn’t.

4 1 was 2 were 3 was

4 was 5 was 6 were

club. We were at the museum. My friends weren’t in the garden. They were in my house. My dad wasn’t in Bilbao. He was in Cádiz. They weren’t opposite the shopping centre. They were next to it. Tim wasn’t at school. He was at my party.

4 were 5 was

5 1 Was, wasn’t 4 Was, was 2 Were, were 5 Were, weren’t 3 Was, was

6 1 arrived 2 loved 3 played

7 1 studied 2 lived 3 planned 4 stopped

4 talked 5 listened 6 watched 5 tried 6 permitted 7 started

unit 8 1 1 had

2 1 We weren’t at the sports

unit 6 1 1 stronger

than English. Everest is higher than Annapurna. Vegetables are healthier than hamburgers. A hotel is more expensive than camping. A barge is slower than a car.

3 1 Were your parents at the

2 gave 3 made 4 knew

2 1 became 2 began 3 went

5 met 6 left 7 took 4 wore 5 saw

3 1 He didn’t play the drums when he was younger. 2 We didn’t watch a great programme last night. 3 The festival didn’t start at 10pm. 4 Adele didn’t write the lyrics for that song in 2012. 5 Her hit song didn’t sell one million copies.

4 1 How did they go to the 2 3 4 5

concert? Why did Caroline like that song? Where did she learn to sing? What time did you leave school? Did she go to the festival?

5 1 Did Lucy see a concert? No, she didn’t. 2 Did Lucy stay in Edinburgh? Yes, she did. 3 Did Rick go to Manchester? Yes, he did. 4 Did Rick play in a band? No, he didn’t. 5 Did Jim and Alison play in an orchestra? Yes, they did.

6 1 Last night he studied until 11pm. 2 Yesterday, we met our friends at the cinema. 3 She didn’t buy any concert tickets. 4 He didn’t compose that opera. 5 Did she have a good time? 6 Where did they go last holiday?

unit 9 1 1 are going to 4 is going to 2 is going to 5 is going to 3 am going to

2 1 We are going to give our 2 3 4 5

teacher a present. The festival is going to be fantastic. She is going to sing in a new band next month. I am going to do more sport next year. My parents are going to travel to Thailand next summer.

3 We aren’t going to send a card. We’re going to buy a present. 4 Sue isn’t going to come for dinner. She’s going to go to the cinema. 5 You aren’t going to study French. You’re going to study English.

4 1 Is your sister going to eat 2

3

4 5 6

pasta for dinner? No, she isn’t. Are your classmates going to watch a film? No, they aren’t. Is your brother going to celebrate his birthday? No, he isn’t. Are we going to travel by car? Yes, we are. Are you going to invite me to the party? Yes, I am. Am I going to meet them at the airport? No, I’m not.

5 1 it 2 us 3 them

4 them 5 us

Vocabulary extension unit 1 2 a knight b dragon c wizard d spell e witch

3 1 d 2 f 3 b

4 1 wizard 2 spells 3 hero 4 heroine

5 king 6 princess 7 witch 8 dragon

2 1 get a good mark 2 revise 3 underline 4 test 5 listen 6 cheat

3 1 revise

5 underline 6 check 2 test 3 make notes 7 cheat 4 learn

unit 3 1 1 goggles

8 swimming cap 2 bat 9 boxing 3 net gloves 4 racket 10 helmet 5 ball 11 nose clip 6 flippers 7 knee-pads 12 headband

2

tennis

net racket headband ball

skateboarding

helmet skateboard knee-pads

3 1 They aren’t going to watch a film. They’re going to do their homework. 2 Pete isn’t going to sing at the party. He’s going to sing in church.

4 a 5 c 6 e

unit 2

6 1 I’m going to visit my grandparents this evening. 2 He’s going to do an exam tomorrow. 3 My cousin is going to fly to Germany next weekend. 4 We’re going to watch TV tonight. 5 We’re going to meet them at the restaurant tomorrow.

f king g queen h princess i hero j villain

swimming

flippers nose clip goggles swimming cap

T145

3 1 bat, b 2 3 4 5

6 headbands, a goggles, c nose clip, c 7 gloves, b rackets, a 8 cap, c net, b

unit 4 2 a belt b necklace c hat d handbag

e sunglasses f backpack g bracelet

3 1 gloves

4 earrings 5 watch 2 handbag 3 sunglasses 6 belt

4 1 scarf 2 cap 3 sunglasses 4 backpack 5 necklace 6 watch / bracelet 7 bracelet / watch 8 earrings 9 rings

unit 5 2 1 do exercise / get fit 2 3 4 5 6

drink water eat fruit and vegetables sleep for eight hours avoid fast foods go to the gym

3 1 eat a balanced diet 2 sleep 3 do exercise 4 avoid fast food 5 lose weight 6 drink water

4 2 drink water 3 eat a balanced diet 4 Avoid fast foods 5 put on weight 6 fit 7 exercise 8 gym 9 sleep

T146

unit 6 2 b windows c roof d ceiling e door f chimney g garden

3 1 wall 2 stairs 3 door

4 2 fireplace 3 garage 4 garden

2 h garage i floor j fireplace k balcony l stairs 4 chimney 5 windows 6 garage 5 ceiling 6 balcony

unit 7 2 console 3 speakers 4 racing wheel 5 microphone 6 headset 7 charger 8 keyboard 9 joystick 10 remote control 11 screen 12 memory card

2 1 microphone

brass

trumpet tuba trombone

woodwind

clarinet recorder flute

percussion

cymbal xylophone castanets

3 3 trumpet 4 trombone 5 flute

6 cymbal 7 violin

2 1 Harvest Festival 2 Valentine’s Day 3 Bonfire Night 4 Chinese New Year 5 Thanksgiving 6 bar mitzvah

3 2 Chinese New Year 3 Thanksgiving 4 bar mitzvah 5 wedding 6 wedding anniversary

Integrated skills

2 joystick 3 screen 4 consoles

3 1 headset 2 speakers 3 racing wheel 4 webcam 5 screen 6 keyboard 7 charger 8 memory card

unit 8 2 trumpet 3 cymbol 4 flute 5 harp 6 tuba 7 clarinet

violin harp

unit 9

1 1 webcam

1 1 recorder

strings

8 castanets 9 xylophone 10 double bass 11 trombone 12 violin

Unit 1 1 1 yes 2 yes 3 one 30

4 Lady Gaga 5 Taylor Swift


Ticket seller Next please. Joe Hello. Have you got tickets for the Coldplay concert? Ticket seller Yes, of course, which date? Joe Umm, what are the dates? Ticket seller The 13th and 14th of November. Joe Oh, OK, the 13th please. Ticket seller How many people? Joe Two adults please, I want to surprise my friend, Anna. Ticket seller OK, I’ve got two seats in Row A, near the stage. Joe That’s great! How much is it?

Ticket seller It’s £120. Joe Oh, that’s expensive. How much are the other seats? Ticket seller I’ve got two seats in Row T for £60. Joe Right, two seats in Row T please. Here you go. Ticket seller Thanks, here’s your change. Joe Thanks. One last question. What time does the concert start? Ticket seller It starts at 9pm and finishes around 11pm. Have fun!

2 1 13 2 friend

3 £120 4 Row T

3 2 Have you got tickets 3 Which date 4 How many 5 two 6 How much are the 7 £25 each 8 Here you are 9 here’s your 10 What time

unit 2 1 1 F 2 T 32

3 T 4 F Audioscript, exercises 1 and 2

Danny Hello Leila. Do you want to join a club? Leila Yes, I want to join the dance club. I love dancing. Danny Well, I don’t, I love football. Leila Oh, come on Danny, dancing’s great fun. Why don’t you try it? Danny Well, OK. What day is it on? Leila It’s on Mondays. Danny What time does it start? Leila It starts at 5pm. Danny And what time does it finish? Leila I think it finishes about 6.30pm. Danny So, where do they meet? Leila In the gym. Danny Oh, where’s the gym? Leila It’s next to the dining hall. Danny OK. I think I’d like to sign up. Leila OK, see you there!

2

name of club

dance club

day

Monday

start time

5pm

finish time

6.30pm

place

gym

3 1 Can I help you? 2 3 4 5

What day is it on? What time does it start? What time does it finish? Where is it?

unit 3 1 1 No, she doesn’t. She goes less than once a week. 2 Once a month. 3 online 4 headbands and rackets 5 tennis 34


Sam Excuse me, can I ask you a few questions? Jane Sure. Go ahead! Sam Thanks! It’s for a survey about the Sports Centre. Jane Oh, OK. Sam Do you play any sports at the sports centre? Jane Yes, I do. I play tennis a lot and I also go swimming with my friends on Fridays. Sam How often do you come to the sports centre? Jane Very often, about three times a week. Sam And how often do you visit the sports centre café? Jane I rarely visit the café, it’s expensive! Sam What other sports do you do? Jane I love judo so I sometimes go to judo classes. Sam OK, great. That’s all. Thanks for your time! Jane No problem. Bye!

2 1 tennis 2 three 3 rarely

6 usually watch 7 Thanks for your time!

unit 4 1 1 The clothes sale is in the afternoon. 2 The sale is at Colston School. 3 You can buy clothes for everybody: for men, women, babies, children and teenagers. 4 You can buy shoes at the clothes sale. 5 The sale is on Saturday 18th February. 36


Jane Hi Sonia, what are you looking at? Sonia I’m looking at a poster for a clothes sale at the community centre. It looks great. Jane When is it? Sonia It’s on every day this week after school. Jane What are the opening times? Sonia It starts at half past three after school and finishes at 6 o’clock and on Friday it finishes at 8 o’clock. Jane Are there any student discounts? Sonia No, there aren’t. The clothes are really cheap though – look £5 for a T-shirt. Jane That’s great! Are you going? Sonia Yes, I am. Jane See you there!

2 1 every day 2 3.30pm 3 6pm

3 1 orange 2 medium

4 8pm 5 aren’t any 3 big 4 £5

unit 5 1 1 The Blues Café

4 expensive 5 judo

2 Mario’s Pizza Parlour 3 The Blues Café 4 Mario’s Pizza Parlour

3 2 It’s for a survey 3 How often do you 4 once a week 5 never watch T147

38


Elsa This is great – I love pizza, but I don’t eat it very often. James I come here every Saturday with my friends after the football match. Elsa Really? So what’s good here? Remember I’m a vegetarian so I don’t eat meat … James They make a delicious tomato, mushroom, onion and apple pizza with four different types of cheese. It’s called Mario’s Special. Elsa That sounds great! Let’s order! Assistant Hi, can I help you? James Yes – a Mario’s Special for my friend, please. And I’d like a carbonara pizza, please. Elsa Carbonara pizza? What’s that? James It’s got mushrooms, bacon, cream, onions and lots of cheese. Assistant OK. Would you like anything to drink? James Yes, a bottle of water for me … Elsa And a cola for me, please. Assistant Thank you. Enjoy your meal. Elsa & James Thanks!

2 1 friends 2 apple 3 Mario’s Special

4 bacon 5 a cola

3 chicken 4 Would you like 5 apple 6 Is that everything 7 How much 8 Enjoy your meal

unit 6 1 1 going by car 2 Benson Road 3 two minutes 4 miles Audioscript, exercises 1 and 2

Kate So, what’s the address of the museum? Mark 32 Old Bridge Road. Kate Which way is it? Mark I don’t know.

T148

2 1 The map is in the hotel. 2 They are looking for the Museum of Modern Art. 3 The museum is near the sports centre. 4 They must walk for about 15 minutes.

3 2 way

3 2 I’d like a

40

Kate Where’s the map? Mark I haven’t got it. I left it in the hotel. Kate Right. Let’s ask someone. Excuse me, can you tell us how to get to the Museum of Modern Art, please? Man The Museum of Modern Art? Let me think. Ah, yes. I know where it is. Go straight on, then turn left, no sorry, turn right. Then cross the road and go past the sports centre. The museum is on the right. Kate OK. Is it far? Man Yes, it’s a 15 minute walk. Kate Thank you. Man No problem. Mark That’s easy! Straight on, then turn left, cross the roundabout … Kate No! You turn right! And you cross the road! Mark!

3 library 4 right

5 far 6 5

unit 7 1 1 Sudoku is a numbers logic game. 2 You can only use each number once in Sudoku. 3 You use numbers 1–9. 4 To win, you must complete the puzzle with the correct missing numbers. 42


Tom What are you playing? Emily Dream Town – it’s brilliant! Tom Oh, I don’t know that game, what’s it about? Emily Well, it’s a new game and you can create your own town! Do you want to play? Tom Yes, it sounds fun. How do you play? Emily Well, first you have to work very hard to buy your first house. Then you can start building your dream town.

Tom OK … then what? Emily Then, you must decide where to put your new cinema, your school and your restaurants. It’s all about strategy! Tom I see. And how do you win? Emily Oh, that’s easy. You just continue building your dream town so it becomes a big city! Are you ready to play? Tom No – wait a minute! Yes, I’m ready now. Emily Good luck! Tom Thanks!

2 1 doesn’t know 2 house

3 restaurants 4 strategy 5 city

3 2 first you must 3 4 5 6

Then what how do you win To win, don’t forget

unit 8 1 1 Russia. 2 £50 per adult and £10 per child with family discounts available. 3 Yes, they were. 4 No, there was free camping. 44


Paula Hi! Did you have a good weekend? Mark No, not really. It was boring! Paula What did you do? Mark Oh, nothing special. I painted my sister’s bedroom. Paula Oh well. Mark Anyway, what about you? How was your weekend? Paula Oh, it was amazing! Mark What did you do? Paula I went to a dance festival with all my family. Mark Really? How was it? Paula It was fantastic! We saw some great performances. There were dance groups from all over the world… India, Turkey, America… They were brilliant! Mark Wow! That sounds like fun. Paula Oh well. Next month there’s a music festival in the same place. You can come with us then! Mark OK. Thanks!

2 1 bedroom 2 amazing 3 family

4 dance 5 music

3 4 5 6

3 2 What did you do 3 4 5 6

How was it It was fantastic what about you Where did you go

unit 9 1 1 F 2 F 3 F 46

4 T 5 T Audioscript, exercises 1 and 2

Kristen Hi there Robert. What are you up to? Robert Oh, nothing special. I’m watching TV. Kristen Listen, are you free on the 4th of July? Robert Yes, I think so? Why? Kristen Well, it’s Independence Day and there’s going to be a big celebration in the park. Do you want to come? Robert That sounds fun. What kind of celebration is it? Kristen There’s going to be a parade and fireworks, and then traditional American food! Robert Great, I love hamburgers and hot dogs! Who else is going? Kristen All my American friends and family! Robert Great! What time does it start? Kristen It starts at 9 o’clock, so we’re leaving at 8.30. Robert OK. Shall I come to your house about 8.15? Kristen Yes, great. See you then. Robert Yes, see you then!

2 1 Kristen has plans for 4th July. 2 The celebration is going to be at the park. 3 They’re going to eat traditional American food. 4 Kristen’s American family will be at the celebration. 5 Robert is going to go to Kristen’s house at 8.15pm.

3 1 What time do you get up

3 2 are you free Yes, I think so Do you want to come else is going What time are you going

Writing Reference

1

unit 1

2 3

4

5

Wolverine Storm build

strong

strong

height

short

tall

hair special powers

brown animal senses

white can fly and control the weather

2 1 has 2 has

3 1 ’s got 2 ’s 3 ’s

3 possession 4 is 4 ’s 5 ’s got 6 ’

Step 1 2 Physical description: hair, eyes, build 3 Other characteristics 4 Special powers / abilities 5 Films and actors

unit 2 1 1 9am 2 She plays tennis and football. 3 She goes to the park and the shopping centre. 4 On Sundays. 5 She has chicken, salad and potatoes. 6 10.30pm 7 Sunday

2 1 What time does your class 2 3

4 5

start? Saturday is my favourite day! For lunch I eat a sandwich (my favourite is chicken), a salad and a banana. My favourite subjects are English, history and PE. After lunch, I do my homework.

on Sundays? After lunch we do our homework. My favourite subjects are French, technology and citizenship. I get up at 7.30am. My sister gets up late, at 12 o'clock! Do you go to drama classes? Yes, I do.

unit 3 1 1 3 2 Yes, the football team. 3 12 4 basketball, football, snowboarding and skiing 5 15 6 football teams and ice skating clubs

2 1 Do 2 Where 3 How often

4 Are 5 What

3 1 We usually go 2 3 4 5

snowboarding at the weekend. They are sometimes tired after playing football. I rarely go swimming in the winter. She is always first in the sports competition. My brother never plays basketball on Fridays.

Step 1 2 Think of vocabulary you need for the topic, eg summer sports. 3 Plan ideas for your survey. 4 Make a list of question words. 5 Write your questions.

T149 T124

unit 4 1 1 3 2 1 3 2

4 3 5 2 6 1

2 1 He’s my favourite footballer! 2 He’s wearing a red football shirt. 3 His clothes are casual. 4 He looks serious 5 He’s playing football. 6 He’s wearing a grey and white jumper.

3 1 loves 2 3 4 5 6

is wearing casual trousers looks confident and friendly blue jeans are competing

unit 5 1 1 eggs, mushrooms, tomatoes and baked beans 2 sausages and bacon 3 baked beans 4 orange juice

2 1 First, cut the bread. 2 Then, add some butter and mayonnaise / mayonnaise and butter. 3 Next, add some chicken and a tomato. 4 Then, put some cheese on top. 5 Finally, enjoy your sandwich.

3 1 First 2 Then 3 Next

4 Then 5 Finally

2 F 3 F

4 F 5 T

2 1 I like rock climbing because it’s exciting. 2 I travel by plane because it’s faster than by car. 3 They love the sea because they can swim very far! T150

3 1 In my opinion 2 because you can 3 because it’s more comfortable 4 dancing in the disco 5 because they aren´t 6 are more boring than

unit 7 1 1 A teen drama programme. 2 9pm 3 Because there was a lot of drama. 4 No, it was great last night. 5 Beverly Hills, 90210.

2 1 We watched a film and we 2

3 4 5

6

also read a book. The show was funny and there were also some great jokes. My friends sang a song and I also danced. The singer was terrible and the guitarist was also bad. The characters were interesting and they were also funny. They studied all morning and they also did an exam.

3 1 watched

5 also danced 6 was 2 was 3 it was also 7 also watched 4 was also

unit 8

unit 6 1 1 F

4 My cousin lives in a caravan because he likes to travel. 5 We stay in hotels because they’re more comfortable than going camping.

1 1 singer and dancer, 2 3 4 5 6

Colombia when she was eight in Columbia in 1977 when she was 24 in 2007 28 years old

2 1 Three years later they moved house. 2 When he was 18 he went to university.

3 At the age of 23 she recorded her first album. 4 In 2012 they went to Ireland. 5 When they were young they played in a band.

3 1 The singer Ed Sheeran was born in 1991. 2 He started writing songs when he was at school. 3 Ed recorded his first album at the age of 14. 4 He moved to London in 2008 and started to play concerts. 5 Three years later, he released his first single. 6 In 2012, he won a BRIT award.

unit 9 1 1 Midsummer’s Eve 2 It’s the longest day in the summer. 3 At Kevin’s house. 4 They’re going to have a barbecue, light a bonfire and watch fireworks. 5 All Kevin’s friends from school. 6 They’re decorating the house.

2 1 on 2 are 3 at 4 at

5 are 6 come 7 in 8 Write

3 1 The fireworks display is in 2 3 4 5

the evening. In London, there is a big carnival every year. The barbecue is going to be at my house. My birthday is on 19 May. It is usually very cold in the winter.

external exam trainer

exam 1 1 You have to match the sign to the correct meaning.

2 a 4 b 3

3 a 1 b 4

5

c 1 d 2 c 3 d 2

1 b 2 a 3 c There are five notices.

6 1 d 7 2 c

5 a

3 e 4 b

exam 4 1 They are about Sara Baras. 2 1 a (true)

2 b (false)

3 1 b (false)

3 a (true) 4 a (true)

2 a (true)

4 1 b (false) 2 b (false)

3 a (true) 4 b (false)

exam 5 1 Before: small house, garden, cycled to school Now: apartment, big city, balcony, building, travel to school by bus

2 1 b 2 c 3 a

4 1 Yes, he does.

exam 2 1 The word toast. 2 You can eliminate options b and c in question 1 and options a and c in question 2.

3

1 a

2 b

4

1 b 2 b

3 c 4 b

2 Yes, it is. 3 Yes, he does. 4 No, he answers everything.

6 Students’ own answers 7 Students’ own answers

exam 3 1 d 2 Students’ own answers 4 1 adjective 2 verb 3 personal pronoun 4 possessive adjective 5 verb 6 verb

5 1 well 2 hope 3 you 4 My 5 think 6 See

T151

Integrated skills • Collaborative projects • External exam trainer • Interactive digital material

Student Components

Student’s Book

Teacher Components

Workbook with access to digital material and online audio

pulse Live!

Teacher’s Book

Teacher’s Resource File with Audio CD

Pulse Live!

is compatible with all devices

pulse Live! Fully interactive Digital Course with markbook for Student’s Book and Workbook

Fully interactive Teacher’s Digital Course with audio and video pulse

Live!

Tests and Exams Pack with CEFR Skills Exam Generator

Teacher’s Resource File Multi-ROM with editable material

Student Website

www.macmillansecondary.com

Class Audio CDs

DICTIONARY

Pulse TB1 Castellano

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